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APR  16  1918 


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BV    1520    .C65    1916 

Cope,  Henry  Frederick,  1870- 

1923. 
The  modern  Sunday  school  and 

its  present  day  task 


The  Modern  Sunday  School 
and  Its  Present  Day  Task 


HENRY     F.     COPE 


Levels  of  Living 

12mo,  Decorated  cloth,  net  Jl. 00 
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ingly  pat,  telling  phrase."  —  Chicago 
Trioune. 


The  Friendly  Life 

The  Right  Living  Series 
16mo,  Boards,  net  35c 


The  Modern  Sunday 
School  and  Its  Present 
Day   Task 

6th  Edition.  12mo,  cloth,  net  $1.15 

Hymns  You  Ought  to 
Know 

( Edited  by  Henry  F.  Cope. ) 
Decorated,  8vo,  cloth,  net  $1.50 
A  Selection  of  One  Hundred  Stand- 
ard Hymns  with  a  short  introductory 
•Intch  to  each. 


V. 


The  Modern  Sunday  School 
and  Its  Present  Day  Task 


BY 


\'' 


HENRY  FREDERICK  COPE 


APR  16  1918 


■^^ 


9 


New  York      Chicago     Toronto' 

Fleming  H.  Revell  Company 

London    and    Edinburgh 


Copyright,  1907-1916,  by 
FLEMING  H.  REVELL  COMPANY 


New  York:  158  Fifth  Avenut 
Chicago:  17  North  Wabash  Ave. 
Toronto:  25  Richmond  Street,  W. 
London:  ai  Paternoster  Square 
Edinburgh:     100    Princes     Street 


PREFACE  TO   THE  REVISED  EDITION" 

The  last  ten  years  have  seen  greater  progreas 
in  religious  education  than  any  preceding  decade, 
perhaps  greater  than  any  five  decades.  When  this 
book  was  first  published,  a  little  over  eight  years 
ago,  it  advocated  many  reforms  which  have  now 
become  accomplished  facts.  On  the  educational 
principles  then  laid  down  the  school  has  been 
reorganised  or  at  least  the  principles  have  been 
accepted  and  the  newer  methods  accepted  so 
that  it  is  no  longer  necessary  to  treat  them  in 
a  prophetic  manner  except  to  explain  their  elabo- 
ration and  intrication  and  to  look  forward  to 
their  further  development.  In  addition  so  manyj 
new  opportunities  have  opened  up  to  the  school 
and,  as  our  social  life  has  changed,  some  new 
duties  have  appeared  before  it.  Perhaps  the  need 
for  a  thorough  revision  of  a  book  on  methods  is 
the  best  evidence  of  the  progress  and  increased 
efiiciency  of  the  Sunday  school, 
Chicago,  1916. 


CONTENTS 


CHAPTER  »AaB 

I.  Intboductoby — The     Place     of     the 

School 9 

II.  The  Setting  of  the  Modern  Sunday 

School 13 

III.  The  School  in  the  Church       .        .  19 

IV.  Plan   of   Organisation         ...  28 
^V.  Officers   and   Their  Duties       .         .  40 

VI.  The  Pastor  in  the  School  ...  51 

VII.  Organising  the  School  as  an  Educa- 

tional  Agency        ....  61 

VIII.  Recruiting  and  Retaining  Pupils       .  74 

IX.  Building  and  Equipment      ...  86 

X.  Program  of  Worship  -  .        .         .         .95 

XI.  Class  Work 105 

XII.  Manual  Methods          ....  112 
•  XIII.  The  Curriculum  of  the  School          .  124 

XIV.  The  Teaching  of  Missions  .         .  138 

XV.  Discipline 145 

XVI.  Giving  and  Finances  ....  153 

XVII.  The  Adult  Bible  Class  Movement       .  163 

XVIII.  Training  the  Working  Forces      .        .  173 

XIX.  The  Library  Problem           .         .         .  189 

XX.  A    Scheme   of    Church    Organisation  200 

XXI.  Parents  and  the  School      .         .         .  215 

XXII.  Week-Day  Religious  Instruction       .  226 

XXIII.  A  Factuax  Basis         .         .         .        .233 

XXIV.  Factors  in  Sunday  School  Success      .  241 
Index   •,,,,,.  249 


K 


INTRODUCTORY— THE    PLACE    OF    THE 

SCHOOL 

The  Sunday  school  no  longer  lies  among  the  neg- 
ligible factors  of  life.  Men  and  women  do  well  to 
study  its  history  and  its  present  activities,  not  alone 
because  such  study  is  prescribed  as  part  of  the 
preparation  for  service  in  the  institution,  but  be- 
cause the  school  has  become  one  of  the  most  im- 
portant forces  in  modem  affairs,  and  particularly 
because  to  this  school  we  must  look,  at  least  in 
large  measure,  for  the  solution  of  our  great  problem 
of  religious  education.  It  occupies  a  pre-eminent 
place  as  a  character-forming  institution  in  an  age 
which  is  slowly  coming  to  recognise  the  supreme 
place  of  character  and  the  regnancy  of  righteous- 
ness. It  owes  its  place  to  two  causes,  the  force  of 
necessity  on  the  one  hand,  and  the  fact  that  it  is 
fitting  itself  to  meet  that  necessity  on  the  other. 
The  force  of  necessity  has  been  on  the  Sunday 
school  as  an  agency  for  religious  education  because 
no  other  institution  is  doing  this  work  to  any  gen- 
eral extent  to-day.  Education  has  passed  from  a 
domestic  to  a  civil  duty,  while  the  civil  powers  have 
decided,  at  least  in  the  majority  of  the  States,  that 

9 


10  THE  MODERN  SUNDAY  SCHOOL 

their  institutions  for  education  cannot  include 
instruction  in  the  Bible  or  in  religion  in  their 
curricula.  It  has,  therefore,  fallen  to  the  church, 
as  the  organised  communal  force  for  religion,  to 
undertake  this  work.  If  the  training  of  the  char- 
acter, the  inculcation  of  right  precepts,  the  leading 
to  right  moral  choices,  the  cultivation  of  a  good 
conscience,  the  learning  of  the  way  of  truth,  rever- 
ence and  holiness;  in  a  word,  if  the  fear  of  the 
Lord  be  indeed  the  beginning  of  wisdom,  the 
foundation  of  all  personal,  commercial,  and  na- 
tional success  and  happiness,  then  the  institution 
having  so  serious  a  work  in  hand  deserves  our  most 
serious  consideration. 

No  one  who  has  observed  the  Sunday  school  in 
the  last  ten  years  can  have  failed  to  note  the  man- 
ner in  which  it  has  been  fitting  itself  to  meet  this 
opportunity.  When  home  and  school  and  lyceum 
all  taught  religion  the  Sunday  school  may  have  felt 
that  it  could  afford  to  spend  its  time  in  playing  at 
teaching,  in  giving  a  few  individuals  a  chance  to 
take  the  lesson  text  and  from  it  to  preach  so  many 
second-hand  sermons  to  so  many  little  sufferers  on 
successive  Sundays.  But  with  the  realisation  of 
its  responsibility  for  the  work  of  religious  educa- 
tion there  has  come  an  awakening  and  a  determina- 
tion to  be  competent  for  the  task.  It  is  true  that 
not  all  has  been  done  that  many  had  hoped ;  tradi- 
tionalism and  sloth,  inefficiency  and  sentimepialism 


THE    SCHOOL    A    DEVELOPMENT    11 

still  prevail  in  places.  Nevertheless  the  school  is 
coming  to  be  worthy  of  its  place  as  the  great 
agency  for  religious  instruction  and  education. 
The  Sunday  school  has  come  into  a  new  place 
in  the  last  few  years.  This  has  been  due  to 
several  causes — to  realisation  of  the  importance  of 
education,  to  the  recognition  of  the  primary  and 
important  place  of  religious  education,  to  the  dis- 
covery of  and  general  acceptance  of  the  findings 
of  modern  educational  science,  to  agitation  for  the 
application  of  the  settled  results  of  this  science  to 
the  Sunday  school,  to  the  determination  to  secure 
for  religious  education  the  very  best  methods  and 
teachers  and  to  make  it  fully  as  efficient  as  any 
other  type  of  education.  Concurrently  with  the 
organisation  of  the  Eeligious  Education  Associa- 
tion there  sprang  up  the  widespread  agitation  for 
the  training  of  Sunday-school  teachers.  Besides 
the  training  classes  conducted  by  churches  or  by 
other  organisations,  there  are  many  institutions 
which  offer  courses  of  study  in  religious  pedagogy 
and  in  Sunday-school  science,  so  that  the  workers 
in  this  institution  may  be  as  adequately  prepared 
for  their  work  as  is  the  pastor  of  the  church  for 
his.  Learned  men  and  leading  educators  no 
longer  consider  it  beneath  their  dignity  to  be  seen 
in  the  school,  but,  on  the  contrary,  they  are  giving 
their  best  thought  to  the  improvement  of  its 
methods  and  its  curriculum. 


II 


THE  SETTING  OF  THE  MODERN  SUNDAY 
SCHOOL 

The  school  which  we  now  are  to  study  is  a  very 
different  institution  from  the  old-time  collec- 
tion of  indifferent  children  and  ignorant  teach- 
ers meeting  in  the  church  auditorium  or  base- 
ment, very  different  from  that  which  naturally 
became  the  butt  of  the  educator's  ridicule.  The 
school  has  changed  under  the  pressure  of  the 
demand  for  efficiency  which  arose  from  a  recog- 
nition of  its  important  function.  To-day  educa- 
tion means  much  more  than  a  process  of  acquiring 
organised  information,  it  is  the  orderly  devel- 
opment of  persons  as  behaving  organisms;  it 
includes  all  their  powers  and  all  the  processes 
by  which  they  grow.  Therefore  the  educator 
cannot  disregard  the  nature  and  needs  of  persons 
as  religious  beings,  nor  fail  to  use  the  religious 
elements  that  are  potent  in  developing  persons. 
Every  life  must  have  its  religious  heritage,  re- 
ceive training  in  habits  of  the  religious  life  and 
come   under   the   leadership   of   religious   ideals. 

12 


EDUCATIONAL  FUNCTION  13 

Society  commits  the  task  of  instruction  in  religion 
to  the  family  and  the  church;  the  church  to 
meet  that  particular  duty  organises  its  Sunday 
school. 

The  recognition  of  a  real  function  for  the 
school  has  focussed  the  attention  of  educators  on 
its  problems  and  possibilities.  This  is  nowhere 
better  illustrated  than  in  The  Religious  Educa- 
tion Association,  an  organisation  of  leading  edu- 
cators and  religious  workers  in  which  foremost 
attention,  painstaking  research  and  expert  plan- 
ning has  been  directed,  ever  since  its  organisa- 
tion, to  the  needs  of  this  school.  The  modern 
educator  has  come  to  think  of  the  Sunday  school 
as  capable  of  being  made  into  a  real  school,  an 
efficient  educational  agency. 

The  first  result  of  this  newer  study  of  the 
lesson  material.  Educators  co-operating  with 
school  was  the  re-organisation  of  students  and  of 
persons  of  practical  experience  early  turned  their 
attention  to  the  gradation  of  pupils  on  the  basis 
of  their  life-development  until  we  now  have  a 
fairly  complete-  system  in  general  use  in  all 
modern  churches.  Still  more  important,  the 
educators  have  'convinced  the  churtehes  of  the 
need  of  graded  material  of  instruction  and  have 
given  their  services  in  the  selection  of  this  ma- 
terial.     To-day    every    modern    Sunday    school 


U      THE  MODEEIST  SUNDAY  SCHOOL 

thinks  of  lesson  courses  as  that  material  of  in- 
struction which  is  especially  selected  in  view  of 
the  life-needs  of  each  grade  of  pupils  and  es- 
pecially prepared  for  each  grade.  We  have 
to-day  a  respectable  body  of  text-material.  The 
elementary  question  of  using  graded  lessons  is 
settled.  The  schools  are  now  in  the  process  of 
trying  out  the  present  material,  testing  it  by  its 
religious  teaching-values  and  slowly  determining 
curricula  for  varied  needs. 

The  school  itself  is  treating  its  function  of 
instruction  with  growing  seriousness.  It  no 
longer  assumes  that  a  satisfactory  curriculum  can 
be  determined  by  arbitrary,  mechanical  arrange- 
ments of  biblical  material  according  to  a  child's 
intelligence.  To  some  it  is  a  disappointment  that 
the  graded-lessons  systems  cannot  be  regarded  as 
final;  to  thoughtful  persons  it  is  a  joy  to  see 
the  school  more  and  more  critically  examining 
courses  in  the  light  of  their  teaching  fitness  and 
their  results  in  religious  lives. 

The  beginning  of  a  new  day  for  the  school 
may  be  seen  in  the  fact  that,  whereas  ten  years 
ago  there  were  no  organised  courses  based  on 
the  child's  developing  life,  to-day  we  have  seven- 
teen such  courses  available;  that,  whereas  ten 
years  ago  the  text-books  of  any  character,  not 
counting  the  uniform  quarterlies,  did  not  exceed 


EDUCATIONAL  ALLIES  15 

fifty  to-day  we  have  a  published  list  of  nearly 
four  hundred  titles.* 

The  modern  Sunday  school  finds  itself  in  a 
setting  of  organised  education  support.  Colleges 
provide  courses  in  Sunday  school  work,  and  in 
the  theory  and  practice  of  religious  education, 
graduate  schools  train  professional  leaders  for 
the  school,  recognised  educational  experts  advise 
through  conferences  and  publications;  a  respect- 
able body  of  scientific  literature  is  being  created. 
The  International  Sunday  School  Association  calls 
educational  leaders  into  consultation,  uses  their 
services  and  frequently  follows  and  disseminates 
their  suggestions.  The  Eeligious  Education 
Association  calls  educators  together  and  focuses 
their  attention  on  the  work  of  this  school,  or- 
ganises special  commissions  of  research,  prepares 
plans  and  offers  its  services  to  all  schools  through 
its  publications,  its  workers  and  its  special 
Bureau  of  Information.  It  is  developing  a  pro- 
fessional consciousness  in  the  field  of  religious 
education.  The  various  church  communions  have 
all  organised  Boards  and  Commissions  of  Ee- 
ligious Education,  appointed  to  study  the  work 
of   the   school   from   the   educational   view-point 

*  Listed  and  annotated  in  ' '  Graded  Sunday  School 
Texts/'  a  free  pamphlet  published  by  The  Eeligious 
Education  Association,  Chicago,  111. 


16   THE  MODERN  SUNDAY  SCHOOL 

and  to  aid  schools  in  reaching  educational  effi- 
ciency. The  Interdenominational  Council  of 
Sunday  Schools,  consisting  of  the  editorial,  pub- 
lishing and  secretarial  officials  of  the  different 
evangelical  churches,  brings  the  leaders  into  con- 
ference on  problems  of  education.  The  new 
organisation  of  the  Lesson  Committee  is  a  dis- 
tinct recognition  of  the  need  of  educational 
leadership.  The  Federal  Council  of  Churches  has 
appointed  a  Commission  on  Christian  Education. 

The  modern  Sunday  school  stands  out  in  the 
light  of  the  rich  experience  of  general  educa- 
tion; the  best  that  we  know  to-day  is  ,at  the 
service  of  this  institution.  Comparatively  plastic 
in  character,  simple  in  organisation  and  rela- 
tively free  as  to  trend  of  development  it  has 
unique  possibilities  of  development;  it  may  well 
blaze  the  way  in  experiments  in  the  actual  appli- 
cation of  the  educational  methods  directly  to  real 
life,  to  persons  as  behaving  organisms  and  to 
their  social  relationships. 

The  school  must  be  seen  in  its  general  social 
setting.  We  have  a  new  and  developing  con- 
science for  the  child.  We  begin  to  recognise  the 
democratic  obligation  that  strength  owes  to  weak- 
ness, experience  to  ignorance  and  age  to  youth. 
We  see  in  the  child  the  society  of  to-morrow. 
This  is  evident  not  only  in  the  fact  that  the 


THE  SCHOOL  AND  THE  CHILD      17 

state  makes  its  largest  investment  in  child-life, 
through  the  public  school,  that  to-day  the  out- 
standing buildings  in  any  community  are  the 
child-life  buildings,  the  school  edifices,  but  also 
in  the  many  organisations  for  child  welfare,  the 
provision  of  playgrounds,  recreation  centers,  and 
in  the  manifold  organisations  and  the  many  forms 
of  social  machinery  for  the  care,  protection  and 
development  of  the  child.  The  Sunday  school 
stands  not  alone  but  surrounded  by  allies  in  its 
service  for  the  child.  The  modern  school  will 
seek  to  know  all  its  allies,  to  understand  their 
work  and  to  find  right  relations  to  them. 

The  development;'  of  ^social  agencies  for  the 
child,  coming  so  rapidly  and  rationally  that  we 
may  well  hope  for  the  good  day  of  a  child- 
centric  society,  means  that  the  Sunday  school 
must  plan  its  programmes  in  relation  to  all  that 
is  being  done  to  develop  children  normally.  To- 
day tliiis  school  is  really  a  part  of  all  the 
community  organisation.  It  cannot  move  inde- 
pendently. Its  time  programme  must  be  deter- 
mined by  other  time-programmes;  its  specific 
forms  of  work  must  avoid  duplicating  the  work 
of  others;  its  field  of  instruction  must  be  corre- 
lated to  other  fields  and  its  directed  activities 
must  be  a  harmonious  part  of  all  the  purposeful 
activities  of  the  community  for  the  chil^ 


18  THE  MODERN  SUNDAY  SCHOOL 

An  exmple  of  community  co-ordination — one 
which  throws  a  sidelight  on  present-day  educa- 
tional attitude  toward  instruction  in  religion — 
is  seen  in  the  various  plans  now  in  operation  for 
weeh-day  instruction  of  school  children  in  the 
churches.  These  plans  simply  provide  that  at 
certain  periods  in  the  week,  when  the  child  is 
free  from  the  school's  study  programme,  he  may, 
at  the  parents'  request,  be  permitted  to  leave 
the  school  and  attend  the  church  for  systematic 
instruction  in  religion.  This  provides  a  place 
in  the  day's  programme  for  teaching  religion.^ 
The  instruction  is  done  in  the  churches,  by 
trained  teachers  employed  by  the  churches  and 
the  effort  is  made  to  reach  the  standards  of  the 
public  school  in  grade  of  teaching  and  in  class- 
room equipment.  No  school-credit  is  asked  for 
the  work  done;  but,  under  the  conditions  men- 
tioned, the  child  is  not  retarded  in  his  day-school 
work  by  reason  of  attendance  on  the  church 
school.  The  plan  is  in  operation  at  Gary,  Indiana, 
New  York  City,  and  other  places. 

In  a  few  communities  churches  situated  near 
to  public  schools  invite  the  children  in  for  twenty 
to  thirty  minutes'  worship  and  instruction  imme- 
diately before  school  opens.  Of  course  attendance 
is  here,  also,  purely  voluntary. 

Provision   is   made   in   several   states    and   in 


SUNDAY  SCHOOL  AND  HIGH  SCHOOL  19 

special  cities,  notably  in  North  Dakota,  where 
this  plan  originated,  so  that  high-school  students 
who  pursue,  outside  the  schools,  a  specified  course 
of  study  in  the  Bible  or  in  religion,  and  who  pass 
a  set  examination,  may  receive  for  each  course 
one-fourth  of  a  unit  credit  on  their  high-school 
course.  The  work  may  be  done  in  any  church 
or  privately  under  the  direction  of  pastor,  priest 
or  rabbi  and  the  content  of  the  teaching  as  to 
religious  implications  is  left  wholly  with  the 
teachers. 

None  of  these  pland  mean  at  all  that  the  public 
school  is  engaging  in  instruction  in  religion;  all 
this  work  must  be  done  independently  of  school- 
funds,  school  forces  and  school  property.  They 
simply  mean  that  communities  are  demanding  a 
real  programme  of  instruction  in  religion  for  the 
young  and  are  insisting  that  time  be  provided 
for  such  a  programme. 

In  the  environment  of  this  new,  trained,  active 
and  positive  interest  in  the  religious  education 
of  the  young  stands  the  Sunday  school;  surely 
this  is  a  new  day  in  which  leadership  will  demand 
trained  powers,  adequate  resources,  ever  enlarging 
vision  and  high  devotion. 

Full  particulars  of  these  plans  in  pampUets  to  be 
obtained  from  The  Eeligious  Education  Association, 
Chicago,  Illinois.     (See  also  Ch.  XXII.) 


•Ill 

THE    SCHOOL   IN   THE   CHURCH 

The  Sunday  school  lias  not  only  eome  to  a  new 
place  in  general  social  life;  it  is  coming  into  a  new 
place  in  the  life  of  the  churches.  "Coming"  is 
used  advisedly;  the  churches  have  not  led  in 
recognition  6i  the  educational  function  and  the 
religious  importance  of  this  school;  if  they  had 
the  provision  which  they  made  for  its  equipment 
at  least  would  have  kept  pace  with  the  increased 
facilities  for  general  church  work.  It  is  only  fair 
to  say  that  the  most  serious  obstacle  to  Sunday- 
school  advance  has  been  the  attitude  of  the 
churches  toward  children.  With  rare  exceptions 
the  child  has  been  neglected;  we  have  had 
churches  organised  for  adults,  budgets  appropri- 
ated for  adults,  professional  workers  employed  for 
service  to  adults.  The  child  has  been  compelled 
to  adapt  himself  to  makeshift  quarters  in  the 
basement  or  the  room  designed  for  adult  wor- 
ship (or  for  adult  sermon  consumption)  ;  he  has 
been  trained  by  amateur  leaders;  he  has  been 
given  a  scant  hour  in  the  week's  programme  and 
required   to   pay   all   the   expenses   of   what   the 

20 


SCHOOL  IN  THE  CHURCH  BUDGET  21 

church  thus  does  for  him  through  petty  collec- 
tions, out  of  his  own  few  pence  or  what  he  might 
beg  from  his  parents. 

We  are  told,  however,  that  at  least  eighty-five 
per  cent  of  the  increase  in  the  membership  of  the 
church  comes  from  the  Sunday  school.  Such 
figures  are  not  at  present  verifiable;  indeed,  we 
have  no  body  of  scientifically  prepared,  depend- 
able statistical  data  on  any  form  of  church  work; 
but  the  figures  are  as  reliable  as  any  other  group 
of  ecclesiastical  statistics.  Eighty-five  per  cent 
come  up  from  the  school  into  the  church.  But 
a  series  of  studies  of  the  budgets  of  certain  groups 
of  certain  churches  shows  that,  on  an  average, 
these  churches  spent  not  over  ten  per  cent  of 
their  income  on  their  work  for  children  aoid 
youth.  Usually  the  school  does  not  appear  at 
all  in  the  budget.  (Cf.  Nordell  in  "The  Modern 
Church.")  Studies  made  at  the  same  time  show 
that  in  the  groups  studied  churches  were  receiv- 
ing an  average  of  thirteen  per  cent  of  their  income 
from  Sunday  school  offerings !  It  is  not  pre- 
tended that  these  figures  cover  a  sufficiently  wide 
range  to  be  regarded  as  final;  but  if  any  one 
questions  them  let  him  make  a  careful  study  of 
the  budget,  the  actual  receipts  and  expenditures 
of  his  own  church  or  of  a  small  group  of 
churches. 


22  THE  MODERN  SUNDAY  SCHOOL 

The  people  of  a  state  agree  gladly  to  tax  them- 
selves to  maintain  public  schools;  they  do  not 
expect  these  schools  to  pay  their  own  way,  still 
less  to  support  the  general  machinery  of  state 
government.  General  education  in  the  United 
States  requires  an  annual  expenditure  of  seven 
hundred  and  fifty  million  dollars.  This  is  the 
investment  the  people  gladly  make  principally  in 
the  children  of  to-day  for  the  citizenship  of  to- 
morrow. We  need  equally  wise  investment  in  the 
child  for  the  sake  of  the  church  and  the  religious 
social  order  of  to-morrow. 

The  modern  Sunday  school  must  take  its 
rightful  place  in  the  church.  It  must  have  a 
place  in  the  budget,  building,  programme,  time 
schedule  and  professional  leadership.  We  can 
see  what  the  place  of  the  school  is  in  the  church 
by  a  study  of  what  leading  churches  are  doing 
to-day  for  the  life  of  childhood  and  youth. 

The  modern  church,  to  carry  out  these  plans 
properly,  makes  suitable  financial  provision  for  its 
school.  In  making  up  the  budget  for  the  year 
a  regular  appropriation  is  made  for  the  school, 
based  on  the  importance  of  its  work  and  the  cost 
of  its  proper  maintenance.  One  of  the  undoubted 
tests  of  an  efficient  church  will  be  found  here, 
does  it  have  a  budget  and  does  this  budget  include 
an  adequate  provision  for  religious  education? 


BOAKU  OF  KELIGIOUS  EDUCATION   23 

The  modern  church  appoints  a  committee, 
usually  called  a  ^'Board  of  Religious  Education, 
charged  with  the  oversight  of  all  the  religious 
training  of  children  and  youth.  It  consists, 
usually,  of  tlie  Pastor,  Director  of  Religious  Edu- 
cation, Superintendent — these  three  ex  officio — 
and  about  four  others  selected  for  their  educa- 
tional experience.  This  committee  supervises  all 
educational  work.  It  plans  the  provision  for  the 
physical  needs  of  the  young,  including  all  recre- 
ational w^ork;  it  plans  all  programmes  of  study; 
it  passes  upon  all  pro^dsion  for  worship  by  the 
young;  it  directs  and  co-ordinates  the  work  of 
young  people's  societies,  classes,  clubs  and  all 
forms  of  societies  of  the  young;  it  seeks  to  pro- 
vide an  adequate,  co-ordinated  and  unified  pro- 
gramme of  instruction,  social  association  and 
activity  for  the  religious  development  of  the 
young. 

The  modem  church,  as  the  result  of  the  work  of 
the  committee  on  religious  education,  presents  to 
all  its  people  a  unified,  comprehensive  programme 
for  childhood  and  youth.  It  sets  this  programme 
as  an  integral  part  of  the  programme  of  the 
church,  protecting  it  from  invasion  and  calling 
for  the  support  necessary  to  carry  it  out.  It  keeps 
this  programme  before  its  people.  The  scheme  for 
childhood  and  youth  is  just  as  much  an  essential 


24      THE  MODERN"  SUNDAY  SCHOOL 

part  of  the  published  plan  of  the  church  in  its 
•^^bulletin"  as  is  the  period  of  worship.  There  is 
developed  thus  a  church-consciousness  of  the 
reality  of  the  child's  religious  life,  a  recognition 
of  the  cliild  as  a  factor  in  religious  life.  And 
what  is  equally  important,  wherever  the  plan  is 
intelligently  and  steadily  pursued  there  is  created 
in  the  child's  mind  a  sense  of  a  real  and  normal 
place  in  the  life  of  the  church.  This  is  precisely 
what  the  child  needs.  He  must  not  thixik  of  him- 
self as  a  being  temporarily  tucked  into  a  neg- 
ligible corner  of  the  church  called  the  Sunday 
school;  he  must  feel  that,  through  the  school  as 
a  real  part  of  the  church,  and  through  all  its 
other  youth  activities,  he  really  belongs;  this  is 
his  church. 

The  modern  church,  in  logical  application  of 
the  foregoing  plans,  provides  physical  equipment 
for  the  young  just  as  seriously  as  it  provides 
physical  equipment  for  the  adult.  Therefore  we 
have  the  special  building  for  the  religious  train- 
ing of  the  young.  This  is  not  a  wing  tacked  on 
primarily  to  afford  opportunity  of  extending  the 
auditorium  capacity,  nor  is  it  a  collection  of  rooms 
designed  as  parlors,  sewing  rooms  and  dining 
rooms  for  the  Ladies'  Aid  Society  to  be  adapted, 
as  best  they  may,  to  children's  classes — provided 
the  children  will  not  disturb  the  sewing  machines 


raOFESSIONAL  LEADERSHIP        25 

nor  derange  the  kitchen.  This  is  a  building  de- 
signed, erected  and  equipped  solely  for  purposes 
of  instruction,  association  and  directed  activity 
by  children  and  youth  for  their  religious  develop- 
ment. It  will  often  cost  as  much  as  the  other 
parts  of  the  church;  in  some  instances  it  has  cost 
more.  Chapter  IX  gives  a  brief  treatment  of  the 
building  and  its  equipment,  but  the  subject  re- 
quires and  has  received  the  treatment  of  a  special 
treatise.* 

It  is  evident  that  such  a  plan  as  we  have  sug- 
gested requires  the  church  to  take  the  next  step; 
provide  a  trained,  qualified  professional  leader  in 
charge  of  the  work  for  childhood  and  youth. 
These  men  and  women  are  usually  called 
'^Directors  of  Religious  Education."t  They  are 
in  an  exact  sense  qualified  specialists  in  the  edu- 
cational work  of  the  local  church,  and  must  not 
be  confounded  with  -pastoral  assistants,  parish 
visitors  or  even  salaried  superintendents. 

*  ' '  The  Sunday  School  Building, ' '  Herbert  F.  Evans. 
'(University  of  Chicago  Press,  1914.) 

t  At  the  time  of  writing,  Jan.  1916,  there  vrere,  so 
far  as  the  author  is  able  to  ascertain,  about  140  persons 
employed  as  professional  Directors;  this  does  not  include 
paid  superintendents  or  other  lay  assistants.  The  Re- 
ligious Education  Association  endeavors  to  keep  a  direc- 
tory of  all  persons  professionally  employed  in  religious 
education. 


26      THE  M0DER:N'  SUNDAY  SCHOOL 

The  modern  church  thinks  of  the  Sunday  school 
in  terms  so  new  and  comprehensive  as  to  fre- 
quently lead  to  a  change  in  the  name  of  the 
institution.  It  is  now  often  called  "The  Church 
School"  sometimes  "The  School  of  Religion." 
The  objections  to  "Sunday  school"  are  evident. 
The  choice  of  a  new  name  will  depend  on  whether 
we  shall  be  guided  by  the  institutional  associatfon 
and  call  it  The  Church  School,  or  by  the  field  of 
the  school's  interests  and  call  it  the  School  of 
Religion.  The  tendency  to  adopt  a  new  name  is 
most  significant,  as  showing  that  we  now  take  the 
school  seriously,  insist  that  it  must  be  really  a 
school  and  have  a  definite  functional  place  in  our 
modern  institutions. 

The  name  of  the  school  is  important  only  as 
indicating  its  relation  to  other  institutions  and 
its  precise  function.  The  Northern  Baptist  Con- 
venMon  voted  recently  recommending  that  the 
school  be  known  as  "The  School  of  the  Church." 
The  model  school  at  Union  Theological  Seminary, 
New  York  City,  is  called  "The  Union  School  of 
Religion."  The  tendency  is  toward  the  adoption 
of  this  latter  title  in  progressive  schools.  If 
the  name  of  the  particular  church  is  associated 
with  the  title  a  fairly  adequate  definition  of  the 
work  of  the  school  is  thus  given. 

The  historic  relation  between  the  church  and 


THE  SCHOOL  AND  THE  CHURCH    27 

the  school  in  the  United  States  is  very  signifi- 
cant. The  schools  founded  by  Eaikes  in  Eng- 
land were  independent  of  the  churches  and  so 
continued  until  quite  recent  times.  In  the 
United  States  children  were  gathered  in  what 
were  to  all  purposes  Sunday  schools,  in  Massa- 
chusetts, Connecticut  and  Virginia,  prior  to  1780 
in  connection  with  and  under  the  immediate 
direction  of  churches.  In  1790  the  Methodist 
Conference  at  Charleston,  S.  C,  formally  placed 
these  schools  in  the  charge  of  the  churches.  In 
the  same  year  and  those  immediately  following 
churches  organized  schools  in  Philadelphia,  Paw- 
tucket  and  Baltimore. 

The  school,  as  a  church  institution,  is  histori- 
cally a  distinct  feature  of  the  American  phase 
of  development.* 

*  For  the  details  of  this  development  historically 
iee  ''The  Evolution  of  the  Sunday  School,'^  Ch.  VI, 
H.  F.  Cope.  (Pilgrim  Frees,  $.75.) 


IV 

PLAN    OF    OEGANISATION 

By  plan  of  organisation  we  mean  the  setting  out 
of  the  relative  places  and  duties  of  the  workers, 
the  gradations  of  the  authority  to  be  exercised  and 
the  divisions  of  the  labour  to  be  accomplished  by 
those  who  are  to  carry  on  the  activities  of  the 
school;  the  general  scheme  upon  which  all  the 
work  will  be  conducted.  The  plan  of  organisation 
for  a  factory  will  be  different  from  that  for  a 
store,  and  both  of  these  different  from  that  for  a 
school;  but  some  definite  plan  will  be  necessary 
to  all.  Carefully  prepared  and  properly  executed 
plans  of  organisation  have  not  a  little  to  do  with 
the  success  of  any  undertaking;  they  are  essential 
to  orderly,  economical  administration. 

Great  corporations  spend  much  time,  money, 
and  the  highest  skill  in  perfecting  their  plans  of 
organisation.  Elaborate  charts  are  prepared 
showing  the  relative  positions  of  all  in  authority 
and  the  route  from  the  lowliest  worker,  by  way  of 
the  officers,  to  the  head  of  the  concern.  Different 
officers  are  made  solely  responsible  for  their  de- 
partments and  they  are  answerable  only  to  their 
chiefs.     A  haphazard,  unorganised  order  would 

98 


VALUE  OF  CAREFUL  ORGANISATION"  29 

result  in  confusion  in  a  few  hours;  it  would  be 
business  anarchy. 

But  there  are  many  Sunday  schools  still  in  a 
state  of  educational  anarchy;  without  leaders  or 
followers,  every  worker  a  law  unto  himself,  with 
the  result  of  confusion,  friction  and  ineffective- 
ness. The  Sunday-school  organisation  must  not 
be  a  thing  that  has  somehow  happened.  We  owe 
it  to  the  institution,  first,  to  carefully,  deliber- 
ately, with  the  best  skill  and  experience  available, 
work  out  its  plan  of  organisation,  to  determine 
the  part  each  individual  shall  play  in  view  of  the 
ends  to  be  reached,  and,  second,  to  adhere,  with 
scrupulous  fidelity,  with  closest  respect  for  the 
rights  of  others,  and  with  growing  intelligence  as 
to  our  own  duties,  to  the  part  and  place  assigned 
to  us.  Every  worker  must  have  his  definite,  clearly 
understood  duty,  place,  and  responsibility. 

Certain  modifications  enter  in  to  determine  the 
plan  of  the  organisation: 

/.  The  Plan  of  Organisation  will  he  Modified 
by  the  Purpose  of  the  Institution. 

In  the  fullest  sense  of  the  word  the  Sunday 
school  is  an  educational  institution,  remembering 
that  education  is  the  training  and  development  of 
all  the  powers  of  the  life  to  meet  all  the  problems 
and  to  realise  all  the  possibilities  of  the  life. 

Next,  its  special  function  is  education  in  re- 
ligion.   If  we  remember  that  religion  means  right 


30  THE  MODEEN  SUNDAY  SCHOOL 

relations  with  God,  with  man  and  with  nature,  that 
it  means  the  perfect  development  of  the  character, 
bringing  the  man  into  his  heritage  and  likeness 
as  the  child  of  God,  then  the  dignity  and  the  edu- 
cational importance  of  this  institution  is  manifest. 

The  school  uses  the  Bible  as  its  source-book  of 
moral  and  spiritual  information  and  inspiration. 
It  will  use  other  books  and  take  other  studies;  its 
curriculum  will  be  determined,  not  by  a  book,  but 
by  the  religious  needs  of  its  pupils.  It  exists  to 
carry  out  the  teaching  programme  of  the  church. 
It  is  a  definite  department  o£  church  activity,  the 
school  of  the  church,  or  the  teaching  agency  of  the 
church  obeying  the  commission,  "Go  teach."  The 
school  is  the  church  engaged  in  the  religfious 
education  of  the  young. 

II.  The  Plan  of  Organisation  will  he  Modified 
hy  the  Basis  of  Authority. 

The  manner  in  which  the  affairs  of  any  institu- 
tion shall  be  administered  depends  on  the  au- 
thority governing  it. 

If  the  Sunday  school  is  a  department  of  the 
church,  having  grown  out  of  the  church  and  ex- 
isting to  serve  the  church  and  carry  on  its  work, 
then  the  church  must  govern  the  school;  the  basis 
of  authority  will  lie  in  the  church.  The  church 
will  pass  on  its  plans,  will  elect  or  appoint  its 
principal  administrative  officers,  will  constantly 
exercise  oversight,  will  properly  support,  will  as- 


DETERMINATIVE    PRINCIPLES       31 

eist  in  every  way,  and  will  be  the  final  authority 
regarding  all  questions  arising  in  the  school. 

///.  The  Plan  of  Organisation  will  he  Modified 
hy  the  Conditions  of  Operation. 

The  conditions  peculiar  to  the  school  are:  it  is 
manned  by  a  corps  of  volunteer  workers  (except 
in  instances  at  present  rare) ;  the  attendance  of 
its  students  is  secured  without  physical,  social  or 
civil  compulsion,  and  in  the  greater  number  of 
cases,  without  ecclesiastical  pressure;  it  is  at  work, 
in  most  cases,  only  once  a  week,  and  then  for  but 
a  short  period. 

IV.  The  Plan  of  Organisation  will  he  Modified 
hy  the  Method  of  Work. 

Since  the  school  is  the  institution  for  carrying 
out  the  educational  work  of  the  church  its  method 
will  have  to  be  mainly  that  of  teaching.  Here 
the  work  of  the  school,  the  spiritual  culture  of  the 
student  and  his  equipment  and  training  for  ser- 
vice in  the  kingdom,  is  accomplished  principally 
by  teaching.  Other  divisions  of  the  church  will 
use  other  methods;  but  teaching  is  the  method  of 
the  school. 

With  these  modifications  in  mind  we  may  say 
that  the  Sunday-school  is  an  educational  institU' 
tion,  meeting  once  a  week,  under  the  direction  of 
the  church,  engaged  in  teaching  religious  truth 
and  training  in  Christian  character  and  service. 

The  characteristic  of  an  educational  institution 


32  THE  MODEEN  SUNDAY  SCHOOL 

and  the  plan  of  work  by  teaching  are  the  all-im- 
portant determinative  factors  in  Sunday  school 
organisation. 

An  educational  programme  demands  educational 
direction,  therefore  the  modern  church  appoints  a 
directing  board  of  educators  or  persons  of  educa- 
tional vision  and  either  a  voluntary  or  a  paid 
Director  or  Superintendent  of  education. 

Wherever  you  have  a  group  of  persons  engaged 
in  teaching  one  general  subject  there  will  be  a 
Principal,  a  leader,  or  Supervisor  directing  the 
work.  All  other  offices  and  officers  grow  out  of, 
and  are  related  to  the  work  that  these  two.  Prin- 
cipal and  teachers,  have  to  do.  The  order  will  be 
somewhat  as  follows,  with  substantial  modifica- 
tions, according  to  individual  conditions: 

The  Superintendent^  or  Director,  as  the 
director  of  the  work  of  teaching,  having  general 
oversight  of  the  exercises  and  activities  of  the 
whole  school.  Sometimes  there  are  Assistant 
Superintendents;  usually,  however,  this  is  an 
empty  office,  tending  only  to  embarrass  the  school 
machinery.  The  Superintendent  comes  into  di- 
rect relation  to  the 

Division  Principals,  each  in  charge  of  a 
Division,  engaged  in  directing  the  teaching  work 
thereof,  and  overseeing  its  activities.  Directly 
reporting  and  responsible  to  these  are : 

The    Teachers.    These    are    responsible    for 


RELATIONS    OF    OFFICERS  33 

their  classes,  each  for  his  own  little  group  alone. 
The  teachers  constitute  the  keystone  of  the  school. 
The  foregoing  are  the  absolutely  essential  officers 
of  the  school,  the  number  of  each  being  dependent 
on  the  size  of  the  school. 

There  follow  certain  other  officers,  usually  hav- 
ing relations  to  the  school  as  a  whole,  the  servants 
of  its  general  activities. 

The  Pastor^  as  the  representative  of  the 
church,  is  the  pastor  of  the  school.  While  the 
execution  of  the  work  is  committed  to  others  he 
has  the  same  care  for  this  department  of  church 
work  as  for  any  other.  In  some  schools  he  is 
placed  at  the  head  of  a  strong  committee  on 
Church  affiliation,  or  on  Spiritual  work.  In 
others  he  teaches  a  class  of  teachers. 

Secretaries^  as  assistants  to  the  work  of 
teaching,  by  keeping  the  records  of  attendance, 
work,  standings,  grades,  etc.,  of  all  students,  and 
the  work  of  teachers. 

Treasurer,  promoting  the  work  of  teaching  by 
SQcuring  funds. 

Organist  and  Chorister  directly  contributing 
to  teaching  by  leading  in  worship. 

Librarians^  supplementing  work  of  teaching  by 
literature. 

Ushers,  Doormen,  Messengers,  aiding  in 
work  of  teaching  by  care  for  physical  comfoxtj 
order  and  economy. 


34  THE  MODEEN  SUNDAY  SCHOOL 

Interwoven  into  these  there  will  be  such  com- 
mittees as  may  be  needed. 

All  these,  like  the  teachers,  are  directly  respon- 
sible to  the  Principals,  that  is  where  they  are 
Secretaries,  Treasurers,  etc.,  of  divisions;  where 
they  serve  the  whole  school  they  would  report  to 
the  Superintendent. 

:  Departmental  Officers.  Certain  phases  of 
Sunday  school  work  are  usually  correlated  to 
the  general  work  by  setting  up  special  depart- 
ments for  them.  Thus  the  extension  work  of  the 
school,  the  study  of  the  lessons  in  the  homes, 
or  in  other  places  by  those  who  are  unable  to  at- 
tend the  regular  sessions,  is  in  charge  of  the  Home 
Department.  This  department  will  have  a  Super- 
intendent, reporting  directly  to  the  Superintendent 
of  the  whole  school,  with  such  assistants  in  mes- 
sengers and  secretaries  as  may  be  necessary.  This 
also  applies  to  the  Cradle  Eoll  Department;  the 
simple  purpose  here  being  to  identify  the  children 
with  the  school  as  soon  as  they  come  into  the  world 
by  enrolling  their  names,  observing  their  birth- 
days, enlisting  their  parents  and  co-operating  with 
them  in  bringing  the  child  to  the  school  when  it 
has  reached  the  proper  age. 

Some  schools  have  a  Teacher-training  Depart- 
ment which  not  only  cares  for  the  classes  which, 
in  the  regular  grades,  are  preparing  for  teaching, 
but  also  promotes  the  organisation  and  cares  for 


eelatio:n's  of  depaetments    35 

the  conduct  of  such  classes  meeting  during  the 
week.  This  work  is  considered  more  fully  in  the 
chapter  on  Training  the  Working  Forces. 

The  organisation  of  these  departments  must  not 
be  confused  with  those  divisions  of  the  grades  in 
the  school  which  are  sometimes  called  departments, 
as  Primary  Department,  etc.  To  avoid  confusion 
it  is  much  better  to  call  these  larger  divisions  of 
the  school  by  this  name,  that  is,  for  example. 
Primary  Division,  etc. 

The  Adult  Department.  Within  the  past  few 
years  there  has  sprung  up  a  new  force  in  the 
Sunday  school,  that  of  the  organised  activities  of 
young  men  and  young  women.  If  there  has  been 
a  decline  in  the  direct  value  and  activity  of  the 
young  people's  society  it  has  been  more  than  coun- 
terbalanced by  the  development  of  interest  and 
service  of  young  people  in  the  school  of  the  church. 
Perhaps  the  emphasis  properly  laid  by  the  young 
people's  societies  on  the  necessity  for  trained  serv- 
ice has  led  the  force  of  the  movement  to  apply 
itself  to  the  school. 

There  are,  however,  in  what  is  known  as  "  the 
Adult  Bible  Class  movement "  tendencies  and 
promises  so  important  to  the  Sunday  school  as  to 
deserve  our  careful  consideration ;  a  separate  chap- 
ter is  therefore  devoted  to  this  department  or 
phase  of  Sunday  school  work. 

In  considering  the  relative  duties  and  responsi- 


36  THE  MODEEN  SUNDAY  SCHOOL 

bilities  of  oflScers  it  is  well  always  to  remember 
that  while  there  may  be  degrees  of  authority  and 
differences  in  positions  there  is  no  difference  in 
glory,  if  but  fidelity  mark  the  work.  There  must 
be  degrees  of  authority  and  differences  in  position 
and  duties  if  the  work  is  to  be  accomplished  eflS- 
ciently  and  without  friction.  It  may  well  be  the 
duty  of  all  to  endeavour  to  bring  all  the  working 
forces  into  right  correlation,  so  that  each  may  co- 
operate with  all  others  and  all  together  produce 
the  best  results. 

There  are  certain  unifying  forces  which  must 
run  through  all  the  organisation.  Some  of  these 
are :  First,  A  strong  sense  of  a  single,  worthy  aim, 
a  truly  noble  esprit  de  corps.  Second,  A  spirit  of 
mutual  forbearance^  sympathy,  and  deference,  the 
spirit  of  the  great  Teacher.  Third,  The  use  of 
practical  means  of  bringing  together  the  workers 
and  organising  the  forces,  such  as  (a)  Frequent 
division  conferences,  for  all  the  teachers  and 
workers  in  each  division;  (h)  Conferences  for  all 
the  workers  in  the  school;  Teachers'  Meetings; 
(c)  Gatherings  of  the  School  Council,  or  Faculty, 
in  which  representatives  of  each  division,  or  it 
may  be  all  the  teachers,  discuss  the  work  of  the 
whole  school;  (d)  The  Pastor  and  the  Superin- 
tendent as  the  personal  unifying  factors  of  every 
division  and  in  every  activity  of  the  school;  (e) 
The  conception  of  the  school  as  an  educational 


UNIFYING    FORCES  37 

institution;  recognising  the  great  work  it  has  to 
do,  teachers  must  see  the  dignity  of  their  positions ; 
they  will  cease  to  play  at  Sunday  school  and  begin 
together  to  do  real,  painstaking  work;  they  will 
endeavour  to  make  all  the  parts  of  their  work  fit 
together  for  the  properly  proportioned  develop- 
ment of  the  student's  religious  life. 

We  have  spoken  only  of  organising  the  working 
forces  of  the  school,  the  teachers  and  officers;  but 
no  organisation  can  be  complete  without  the  con- 
sideration of  the  scholars.  So  far  as  the  greater 
number  of  the  problems  connected  with  their  or- 
ganisation are  concerned,  they  are  discussed  in  the 
chapters  on  Eecruiting  Students^  and  Grading 
THE  School.  It  is,  however,  well  to  remember  that 
in  this  organisation  the  student  must  grow  into  a 
part  in  its  management  and  maintenance.  This 
school  exists  not  only  to  send  out  people  who  are 
well  informed  in  biblical  history,  chronology,  and 
ethics;  it  exists  to  lead  into  Christian  life  and 
train  for  service  in  the  Kingdom  of  God. 

To  accomplish  the  work  of  training  for  this 
life  and  service  it  must  seek  out  and  use  every 
possible  opportunity  for  the  child's  natural  self- 
activities  to  express  the  things  he  is  learning. 
There  is  such  a  thing  as  a  pedagogical  organisation 
of  the  school,  one  that  provides  for  the  child's 
learning  by  doing.  Not  alone  may  he  learn  by 
doing  the  different  things  devised  and  known  as 


38  THE  MODERN  SUNDAY  SCHOOL 

"  manual  exercises,"  *  all  usually  excellent  in  them- 
selves, but  also,  by  doing  service  in  the  school. 
Each  student  can  early  be  brought  to  feel  his  share 
in  the  activities  of  the  school  without  at  any  time 
weakening  its  authority  over  him.  Such  a  co- 
operation will  have  its  effect  on  him  in  preparing 
him  for  yet  larger  usefulness  and,  also,  in  so 
identifying  him  with  the  institution  that  he  will 
find  it  hard,  should  he  ever  be  so  inclined,  to 
break  the  ties  of  association  and  service  binding 
him  to  it.  Good  common  sense,  with  some  under- 
standing of  child-nature,  will  be  needed  in  so  plan- 
ning the  organisation  that  the  student  may  have 
an  educative  share  in  its  work;  they  must  not  be 
made  to  teach  while  still  needing  to  be  taught; 
they  must  not  be  given  authority ;  they  must  learn 
to  obey,  to  serve,  to  appreciate  the  helpfulness  of 
helping.  Their  place  of  service  must  grow  larger 
as  they  advance  in  the  school. 

The  plan  of  organisation  outlined  above  would 
appear  on  an  "  organisation  chart "  somewhat  as 
follows : 

*  See  chapter  on  Manual  Methods. 


SCHEME  OF  ORGANISATION 
THE  CHURCH 


Board  and  1  Director 

General 
Secretary 

Superintendent 

Principa 

I  of  Div.  I  "  Beginners" 

Assistant 
Secretary 

Teachers 

Secretary 
of  Enroll- 
ment 

Supervisor 

• 
Principal  of  Div.  II  "Primary" 

>of 
Activities 

Assistant 
Secretary 

Teachers 

Treasurer 

Prii 

icipalof  Div.  Ill   "Junior" 

Assistant 
Secretary 

Teachers 

Chorister 

Supervisor 

Prii 

ncipal  of  Div.  j 

"Inter- 
V       mediate" 

^of 

Activities 

Librarian 

Assistant 
Secretary 

Teachers 

■   ■                                                  > 

Com- 
mittees 

Principal  of  Div.  V  ♦'Senior"    > 

Assistant 
Secretary 

Teachers 

Supervisor 
.of 

Activities 

Ushers, 
etc. 

Pri 

ncipal  of  Div.    V    "Adult" 

Secretaries 

Teachers 

V 
OFFICERS  AND  THEIR  DUTIES 

The  Director  is  more  than  an  officer  of  the  school ; 
he  is  the  officer  of  the  entire  church  in  charge  of 
all  educational  work,  including  the  school.  He  is, 
therefore,  the  officially  responsible  head  of  the 
school. 

I.  The  Superintendent. 

A.  His  Qualifications.  First  of  all  will  come 
high  moral  character.  Nothing  will  take  the  place 
of  this.  At  the  head  of  an  institution  for  the  for- 
mation of  Christian  character  he  must  show  the 
Christian  life  as  one  of  clear  rectitude,  transparent 
purity,  ennobled  manhood.  He  should  be  not 
without  experience  in  the  Christian  life.;  no  matter 
how  earnest  and  sincere  the  man  may  be  this  is 
not  the  place  for  the  raw  recruit;  he  must  learn 
to  follow  before  he  can  lead.  He  should  be  a 
graduate  of  a  Sunday  school,  possessed  of  sufficient 
biblical  knowledge  to  enable  him  to  wisely  direct 
its  teaching,  though  it  is  by  no  means  essential 
that  he  shall  be  a  graduate  of  a  theological  semi- 
nary. He  will  certainly  need  an  understanding 
of  at  least  the  elementary  and  fundamental  prin- 

40 


THE    SUPERINTENDENT  41 

ciples  of  education.  It  should  be  his  business  to 
acquaint  himself  with  the  principles  of  teaching 
that  he  may  be  a  sympathetic,  wise  leader  of  teach- 
ers. It  is  scarcely  necessary  to  speak  of  his  need 
of  executive  ability,  the  power  of  organisation  and 
execution,  though  this  is  often  disastrously  lack- 
ing. He  should  know  how  to  lead,  how  to  get 
others  to  work,  how  to  smooth  out  ruffled  feelings 
and  reconcile  differences.  He  needs  the  three  ele- 
ments of  good  temper,  self-control,  sympathy  and 
hopefulness. 

B.  His  Duties.  To  direct  the  general  activities 
of  all  the  divisions  of  the  school.  This  will  be 
accomplished  through  his  division-officers,  but  not 
through  them  alone;  he  will  seek  a  first-hand 
knowledge  of  every  detail  and  of  every  individual. 
No  time  will  be  lost  that  is  spent  in  learning  to 
know  by  name  and  circumstances  every  scholar. 
He  must  be  more  than  a  cold,  formal  director  of 
others.  His  life  should  run  through  every  part 
of  the  school  and  all  feel  its  power.  Educational 
and  executive  qualifications  are  worthless  without 
that  love  for  folks  that  will  force  him  to  know 
and  win  all,  while  many  other  deficiencies  can  be 
supplied  if  this  abound.  He  should  visit  every 
room  and  class,  not  to  interrupt,  but  to  familiarise 
himself  with  all  and  with  the  work  of  all.  He 
must  constantly  watch  for  plans  and  opportunities 
of  improvement.     On  him  rests  the  duty  of  keep- 


42  THE  MODERN  SUNDAY  SCHOOL 

mg  the  school  keyed  up.  He  oils  all  the  machinery. 
He  must  also  keep  in  touch  with  the  best  approved 
educational  methods.  Nothing  is  too  good  for 
the  Sunday  school.  Let  him  learn  to  seek  the 
best,  avoiding  the  meretricious,  the  spectacular, 
and  lead  his  school  into  effective  service.  He  must 
be  the  advocate  of  the  school  to  the  church,  to- 
gether with  the  Director  presenting  to  the  official 
meetings  its  claims  on  the  financial  and  moral 
support  of  the  church. 

C.  His  Dangers.  He  is  in  danger  of  an  en- 
thusiasm as  refreshing  as  the  morning  dew  at  the 
beginning  of  his  term,  but  no  more  enduring  when 
the  day  of  difficulties  sets  in.  A  few  superin- 
tendents are  consumed  with  their  own  dignity. 
Others  become  petrified  in  themselves  and  ce- 
mented to  their  positions.  Many  are  conducting 
the  school  under  what  would  have  been  a  good  plan 
when  they  were  young;  they  are  a  decade  late. 
Still  others  spoil  the  best  plans  by  too  much  at- 
tention to  trifles;  they  are  fussers,  hurrying  hither 
and  thither,  often  making  more  noise  crying 
"  Order !  Order ! "  than  all  the  other  disturbers 
put  together.  For  these  defects  there  is  usually 
but  one  cure,  retirement.  No  sentiment  attaching 
to  a  superintendent  should  impair  the  efficiency 
of  the  school. 

D.  How  Chosen.  Usually  by  the  church ;  never 
without  careful  cgnsideration ;  often  upon  nomina- 


THE    SUPEEINTENDENT  43 

tion  by  the  school  faculty  or  the  church  committee 
on  education;  never  by  the  vote  of  the  school. 

E.  Term  of  Office.  If  the  church  or  the  com- 
mittee selecting  the  superintendent  but  use  proper 
care,  seeking,  with  the  good  of  the  school  as  their 
sole  motive^  for  the  best  man,  there  can  be  little 
danger  in  giving  him  at  least  a  year  in  which  to 
work  out  his  plans  and  to  "  make  good."  The 
number  of  terms  he  should  serve  must  depend 
principally  upon  his  continued  fitness,  his  growing 
ability.  Never  should  a  man  be  retained  in  this 
office  for  fear  that  failure  to  re-elect  him  would 
hurt  his  feelings.  The  efficiency  of  so  important 
an  agency  as  the  school  must  ever  be  paramount  to 
any  man's  feelings,  no  matter  how  large  they  may 
bulk  in  his  perspective.  A  good  man  will  not  de- 
sire to  retain  an  office  as  an  honour  when  he  can  no 
longer  discharge  its  duties  properly.  But  a  thor- 
oughly good  man  may  not  always  know  his  weak- 
ness and  failure;  yet  the  school  must  not  be 
sacrificed  to  him. 

The  superintendency  has  been  the  training- 
school  of  some  of  the  most  capable  and  widely 
useful  leaders  of  Sunday  school  service  in  the 
world. 

We  would  enter  here  a  plea  for  younger  men  in 
the  superintendency.  This  office  suffers  with 
others  in  the  church  from  the  tradition  that  active, 
responsible  service  is  possible  only  in  the  years  of 


44      THE  MODERN  SUNDAY  SCHOOL 

declining  powers.  The  notion  is  especially  vicious 
in  this  case  where  sympathy  with  young  life  is  a 
sine  qua  non,  where  spontaneous  contact  with  a 
present-day,  developing  world  of  ideas  and  prac- 
tice is  essential  to  success.  The  oversight  of  a 
school  is  not  a  baby's  task;  it  demands  some  ex- 
perience, some  maturity  of  thought  and  training. 
But  it  must  not  be  held  as  an  office  to  reward  the 
long  service  of  senior  deacons  and  stewards.  It 
belongs  to  those  who  have  faith  in  growing  lives 
and  contact  with  their  growth. 

E.  The  Tests  op  a  Good  Superintendent. 
Intellectual  grasp  of  a  programme  of  education, 
vision  of  young  lives  really  growing  in  religious 
knowledge,  habits  and  powers,  ability  to  lead 
others,  to  inspire  them  to  service  and  to  a  united 
purpose,  ability  to  grow  and  willingness  to  pay  the 
price  of  growth  by  study  through  observation  and 
reading. 

II.  Division  Principals. 

These  officers,  sometimes  called  Assistant  Su- 
perintendents, or  Superintendents  of  Departments, 
each  have  direct  charge  and  oversight  of  one 
division  of  the  school.  For  his  division  each  is 
immediately  responsible  to  the  Superintendent. 
The  qualifications  of  the  office  are  about  the  same 
as  for  the  superintendent,  remembering  that  their 
duties  lie  in  a  smaller  sphere.  The  office  must 
not  be  regarded  as  a  minor  one,  for  the  success 


DIVISIONS,  PRINCIPALS,  TEACHERS      45 

and  efficiency  of  the  division  will  depend  on  its 
principal.  He  must  know  just  what  is  being  done 
in  every  class,  at  all  times;  he  must  foster  every 
interest,  inspire  every  teacher,  and  cause  the 
machinery  of  his  division  to  move  smoothly  and 
to  turn  out  good  work;  he  must  be  ever  on  the 
alert  to  institute  improved  methods,  to  raise  the 
standards  of  teaching  and  increase  the  efficiency 
of  his  division.  The  position  makes  a  splendid 
training  school  for  the  general  superintendency, 
and  from  it  the  latter  office  should  often  be 
filled. 

The  term  of  office  should  be  of  the  same  length 
as  that  of  the  superintendent,  save  that  the  latter 
should  have  the  power  to  remove  any  principal 
after  consultation  with  the  director.  Probably  the 
wisest  plan  for  the  election  of  division  principals 
is  to  have  them  nominated  by  the  superintendent. 

III.  Teachers, 

The  qualifications  of  the  teacher  and  his  duties, 
so  far  as  they  concern  the  organisation  of  the 
school,  are  discussed  in  the  chapter  on  Class 
Work  ;  of  course  the  whole  subject  of  the  work  of 
teaching  could  be  fully  treated  only  in  a  discussion 
of  pedagogy.  Teachers  should  be  elected  annually 
by  the  board  of  education  on  recommendation  of 
the  director  or  superintendent.  In  a  graded 
school  their  term  of  service  with  a  class  will 
be   co-extensive  with  the  stay  of   that  class   in 


46  THE  MODERN  SUNDAY  SCHOOL 

the  teacher's  grade.  The  term  of  service  in 
the  grade  will  depend  on  ability  to  do  the  work 
there.  Superintendents  ought  not  to  hesitate  to 
take  the  attitude  that  a  teacher's  continuance  is 
conditioned  on  ability  to  do  the  work.  It  is  true 
they  are  voluntary  workers,  but  even  that  does 
not  confer  on  them  the  right  to  offer  in  religious 
service  that  which  would  not  be  accepted  else- 
where. Expect  your  teachers  to  fit  themselves  and 
they  will  meet  your  expectatfions.  People  are 
usually  up  to  the  mark  we  set  for  them.  ( See  the 
chapter  on  Training  the  Working  Forces.) 

Usually  women  should  teach  infants,  young 
children,  girls,  and  women;  men  should  teach 
boys  and  men.  Women  may  well,  indeed,  for 
many  reasons,  best  teach  all  up  to  the  begin- 
ning of  the  period  of  adolescence,  say  up  to 
thirteen  or  fourteen.  The  nature  of  the  child  is 
best  met  by  that  of  the  feminine  and  maternal 
being.  But,  for  boys  from  these  ages  on,  there  is 
deep  and  fundamental  necessity  for  the  virile  life 
of  a  man.  The  best  of  women  cannot  meet  the 
needs  of  the  boy's  nature;  the  best  of  women  may 
work  harm  to  him  at  this  period.  Only  a  woman 
can  know  the  nature,  the  heart,  and  experience  of 
a  girl ;  only  the  man  those  of  a  boy,  and  it  is  upon 
these  that  the  teaching  must  be  built.  Very 
largely  these  arguments  also  apply  to  the  adapta- 
tion of  the  teachers  for  young  men  and  young 


SECRETARIES  47 

women.  Under  no  circumstances  should  one  of 
an  opposite  sex  be  placed  in  charge  of  such  a 
class  in  the  expectation  that  differences  in  sex 
will  attract  and  hold. 

IV.  General  Secretary. 

The  General  Secretary  should  be  elected  by  the 
board  of  education.  He  keeps  accurate  record 
of  all  the  business,  statistics,  and  history  of  the 
school.  In  the  large  school  the  details  for  his 
records  will  come  up  to  him  through  the  Division 
Secretaries.  He  enables  the  Superintendent  to 
keep  his  finger  on  the  pulse  of  the  school.  He 
is  able  to  render  valuable  service  by  readily  fur- 
nishing accurate  statistics  to  the  larger  Sunday 
school  organisations,  such  as  the  state  Association, 
or  to  others  seeking  information.  He  also  keeps 
an  accurate  record  of  business  transacted  at  the 
executive  councils  and  similar  meetings. 

V,  Corresponding  Secretary. 

Many  schools  find  it  worth  while  to  have  one 
who  will,  without  pay  usually,  do  the  work  of  a 
stenographer  on  school  business,  conducting  not 
only  the  general  correspondence  of  the  school,  but 
also  that  between  the  oflBcers  and  the  scholars,  as 
sending  out  notices  to  absentees,  sending  reports 
to  parents,  etc. 

VL  Enrollment  Secretary, 

This  officer  keeps  the  record  of  all  who  belong 
to  the  school,  entering  their  names  on  their  ad; 


48  THE  MODERN  SUNDAY  SCHOOL 

mission,  often  determining  their  grades  or  classes, 
and  keeping  the  records  of  their  standings  and 
promotions  through  the  school. 

VII.  Division  Secretaries. 

These  are  needed  only  in  the  large  school,  to 
gather  the  statistics  from  each  division  and  report 
them  to  the  General  Secretary. 

77/7.  Ushers. 

Not  patriarchs  in  frock  coats,  hut  friendly 
young  people  who  will  welcome  strangers  and  par- 
ticularly new  scholars,  conduct  them  to  the  En- 
rollment Secretary,  assist  in  the  movement  of 
classes,  the  discipline  of  the  school,  the  arrange- 
ment of  seats  and  partitions,  guard  the  doors  dur- 
ing worship,  and  assist  the  Superintendent  in 
opening  and  closing  the  school.  The  office  offers 
fine  opportunities  for  engaging  the  activities  of 
young  men,  and  keeping  them  in  the  school;  they 
like  the  work. 

The  Treasurer  and  the  Financial  Secretary  are 
treated  in  the  chapter  on  Finances  ;  the  Librarian 
in  that  on  Library;  the  Chorister  in  that  on 
Programme. 

IX.  Committees. 

The  most  important  will  be  that  which  may  be 
known  as  the  Cabinet  or  the  Council;  the  name  is 
immaterial  so  long  as  it  stands  for  the  group  of 
executive  officers  who  counsel  together  on  the  in- 
terests of  the  school.    Such  a  group  is  much  more 


COMMITTEES  49 

capable  of  settling  many  questions  than  the  whole 
school  of  undisciplined  minds;  often  it  serves  an 
excellent  purpose  in  thinking  out  and  setting  be- 
fore the  teachers  plans  for  the  school.  It  must 
never  degenerate  into  a  Star  Chamber. 

Other  useful  committees  would  be  such  as  Wor- 
ship, Benevolence,  Instruction — having  care  for 
the  course  of  study — Library,  Edifice,  Special 
Programmes,  with  such  others  as  may  be  occa- 
sionally needed  for  special  duties. 

These  committees  may  usually  be  selected  at  a 
Teachers'  Meeting. 

X.  Departmental  Officers. 

In  such  departments  of  work  as  the  Home  De- 
partment and  the  Cradle  Roll,  with  whatever 
others  may  be  needed,  there  is  usually  work  for  a 
Superintendent  or  Director  and  a  Secretary-treas- 
urer, each  of  these  reporting  directly  to  the  Su- 
perintendent of  the  school.  Under  them  there 
would  be  such  assistants,  as  messengers  and  visit- 
ors, as  their  work  may  need. 

XI.  Installation  of  Officers. 

The  church  can  well  afford  to  give  one  of  its 
regular  services  to  magnifying  the  office  it  confers 
on  its  Sunday-school  workers.  On  the  first  Sunday 
of  the  school  year  all  the  officers  and  the  teachers 
should  be  publicly  installed.  Let  the  exercises 
take  place  at  the  hour  of  the  morning  or  the  even- 
ing service;  let  them  be  thoroughly  dignified  in 


50  THE  MODEEN  SUNDAY  SCHOOL 

character,  with  the  pastor^s  sermon  and  all  the 
service  arranged  to  remind  of  the  Sunday  school, 
to  deepen  the  sense  of  its  importance  and  to  turn 
the  minds  of  the  people  to  a  sense  of  the  need  and 
value  of  religious  education. 

For  further  and  more  detailed  studies  of  the  mechanics 
of  organisation  the  student  should  now  read  Chapters 
VII,  XX  and  XXIII  of  this  book.  This  subject  is  also 
treated  in  the  following  books: 

*'How  to  Conduct  the  Sunday  School,"  M.  Lawrence, 
(Eevell  $1.25.) 

''The  Church  School,"  W.  S.  Athearn.  (Pilgrim 
Press,  $1.00.) 

** Organizing  and  Building  up  the  Sunday  School," 
J.  L.  Hurlbut.     (Eaton  &  Mains,  $.75.) 

' '  The  Graded  S.  S.  in  Principle  and  Practice, "  H.  H. 
Meyer.      (Eaton  &  Mains,  $.75.) 

''Efficiency  in  the  Sunday  School,"  H.  F.  Cope. 
(Doran,   $1.00.) 


VI 

THE  PASTOR  IN  THE  SCHOOL 

The  best  schools  are  usually  those  which  the  pastor 
understands  best  and  serves  most  intelligently. 
The  need  of  the  present  is  pastors  who  will  ap- 
preciate the  school,  who  will  realise  that  from  the 
school  comes  the  church,  that  the  school  is  making 
Christians  during  the  only  time  of  life  in  which 
any  large  numbers  are  made,  who  understands 
that  it  is  better  to  keep  one  young  life,  with  its 
unused  stores  of  usefulness  for  the  kingdom,  than 
to  win  back  many  worn-out  lives.  The  seminaries 
are  to-day  training  pastors  who  know  these  things 
and  who,  a  matter  of  no  less  importance,  under- 
stand the  educational  principles  of  the  modern 
school.  If  the  pastor  appears  indifferent  to  the 
school,  let  some  one  quietly  make  him  a  gift  of  a 
book  or  books  that  will  quicken  his  appreciation 
of  its  importance,  and  lead  to  an  understanding 
of  its  principles.  Let  others  send  him  to  the  great 
conventions  where  such  things  are  discussed.  Let 
him  be  brought  by  every  means  into  closest  touch 
with  the  present  widespread  and  mighty  move- 
ment for  modern,  effective  religious  education. 
That  he  may  give  his  best  service  to  the  school 

51 


52  THE  MODERN  SUNDAY  SCHOOL 

it  is  not  often  necessary  that  the  pastor  be  given 
a  class  regularly,  neither  is  it  wise  for  him  to  be- 
come the  superintendent.  His  is  the  wider  work 
of  watching,  inspiring,  teaching  others,  being  in- 
deed pastor  of  the  school. 

I.  The  Pastor's  Place  in  the  School.  It  should 
be  clearly  understood  that  he  has  a  place  and  that, 
first  of  all,  and  determinative  of  any  work  he  may 
do  in  the  school,  his  place  is  that  of  Pastor  of  the 
school.  He  is  its  spiritual  head.  The  school  is 
in  the  church,  not  outside ;  he  is  as  much  its  pastor 
as  he  is  pastor  of  the  church  when  it  gathers  for 
worship.  It  rests  with  him  very  largely  whether 
he  will  take  this  position,  and  so  unify  the  school 
with  all  other  activities  of  the  church.  There  are 
few  schools  unwilling  to  give  the  pastor  every  op- 
portunity to  shepherd  them,  and  to  direct  all  their 
spiritual  life.  When  we  have  passed  through  an 
examination  of  all  the  personal  elements  that  go 
to  determine  the  success  or  failure  of  the  school, 
we  come  at  last  to  the  pastor;  the  teachers  may  be 
the  root  of  the  matter,  but  the  pastor  has  the  busi- 
ness of  nurturing  the  root.  Given  the  pastor  who 
thoroughly  understands  the  business  of  the  school 
and  believes  in  it,  he  will  find  a  way  to  organise  it 
aright,  and  to  discover  and  train  the  efiicient 
workers.  In  nearly  every  case,  the  truly  success- 
ful school  has  in  its  pastor  a  man  who  is  truly 
the  pastor  of  the  whole  school. 


THE    PASTOE'S    PLACE  53 

The  pastor  should  have  literally  a  place  in  the 
school,  that  is  he  should  be  present  whenever  possi- 
ble. Since  the  school  meets  on  his  busiest  day,  it 
may  not  be  expected  that  he  will  do  the  same  work, 
nor  always  be  able  to  give  the  same  time  to  the 
school  that  can  be  given  by  those  who  have  no 
other  exacting  duties.  He  may  not  always  teach 
a  class,  or,  if  he  does,  he  may  not  always  be  present 
at  the  opening  and  closing  exercises.  The  school 
officers  must  not  ask  too  much  of  him  on  this  day. 
But  the  wise  pastor  will  see  in  the  school  his  larg- 
est opportunity.  ISTowhere  does  he  come  closer  to 
developing  lives;  nowhere  can  he  lead  his  people 
in  more  practical  or  valuable  work.  Here  in  the 
school  the  church  of  to-morrow  is  being  deter- 
mined ;  here  also,  through  the  service  of  its  officers 
and  teachers,  the  church  of  to-day  is  being 
moulded ;  the  best  people  in  the  school  are  the  best 
people  all  through  the  church.  With  less  effort, 
with  greater  economy,  in  a  more  natural  manner 
the  pastor  may  here  build  up  his  church. 

II.  The  Pastor's  Problems  in  Relation  to  the 
School,  The  truth  is  that  the  principal  prob- 
lems that  perplex  the  pastor  here  are  due  to  his 
ignorance  of  the  exact  purpose  of  the  school;  he 
has  never  thought  out  carefully  just  what  the 
school  is  for,  and  how  it  should  be  organised  to 
carry  out  its  purposes.  He  has  accepted  the  insti- 
tution as  one  which  he  found  on  the  ground;  he 


54  THE  MODERN  SUNDAY  SCHOOL 

assists  in  its  continuance  because  it  would  not  do 
to  disturb  such  a  time-honoured  institution.  He 
often  needs,  much  more  than  do  his  officers,  a 
course  of  study  in  Sunday  school  principles,  partic- 
ularly as  to  its  organisation  and  management. 
Then,  too,  other  problems  arise  because,  while 
this  is  a  teaching  institution,  the  pastor  has  had 
no  training  as  a  teacher;  he  is  ignorant  both  of 
general  pedagogy  and  of  religious  pedagogy.  He 
is  trained  to  preach,  and  that  is  quite  different 
from  learning  to  teach.  He,  therefore,  needs 
grounding  in  the  elemental  principles  of  pedagogy. 
No  pastor  can  tackle  the  problems  of  his  school, 
no  pastor  can  successfully  co-operate  with  the  in- 
telligent workers  in  his  school,  unless  he  shall 
take  the  time  to  acquaint  himself  with  these 
things.  Sunday-school  administration  and  even 
its  spiritual  oversight — for  this  cannot  be  divorced 
from  its  practical  government,  cannot  be  acquired 
by  intuition — is  not  so  easy  as  to  be  accidental. 
There  are  certain  practical  problems,  however, 
which  are  not  entirely  settled  by  a  knowledge  of 
pedagogy  or  of  administration.  For  example, 
there  is  the  relation  of  the  school  to  the  services  of 
the  church,  as  to  time,  continuity  and  harmony. 
His  own  conduct  of  the  church  services  must  be  so 
punctual  in  beginning,  and  so  regular  in  closing, 
that  he  can  properly  demand  of  the  officers  of  the 
school    that  they  shall  so  open  and  cloee   as  not 


THE    PASTOR'S    PROBLEMS  55 

in  any  way  to  infringe  on  the  time  for  the  church 
services,  and  in  such  a  manner  as  not  to  disturb 
these  services  by  the  noise  and  confusion  of 
scholars  leaving  the  school,  when  it  is  held  before 
the  church,  or  assembling,  when  it  is  held  after- 
ward. It  is  possible  to  utterly  defeat  the  pur- 
poses of  both  departments  of  church  work  by  lack 
of  co-operation,  in  following  clear-cut  schedules 
and  in  securing  orderly  dismissal  both  of  church 
and  of  school.  No  effort  is  wasted  that  secures 
harmony  here. 

Closely  related  to  the  above  is  the  general  prob- 
lem of  fitting  the  school  into  the  whole  life  and 
work  of  the  church,  to  make  it  definitely  the  great 
agency  of  the  church  for  the  spiritual  development 
of  the  young  and  for  the  religious  education  of 
all.  The  pastor  will  find  the  school  increasingly 
valuable  as  he  realises  and  uses  it  as  an  opportunity 
for  training  his  people,  especially  those  who  are 
young,  in  Christian  service. 

An  important  problem  is  that  of  holding  the 
balance  of  the  school,  keeping  it  to  its  true  work 
and  its  right  place  in  the  church,  watching  to  see 
that  over-zealous  and  often  ignorant,  or  evil- 
minded  persons  do  not  acquire  power  in  the  school. 
A  man  with  some  axe  to  grind,  or  with  some  pecu- 
liar notion  which  he  has  allowed  to  acquire  almost 
the  sole  control  of  his  brain  stock,  even  the  evan- 
gelist or  the  missionary,  may  practically  wreck 


56  THE  MODEEN  SUNDAY  SCHOOL 

a  school  by  being  given  full  liberty  therein.  The 
pastor  must  not  allow  the  school  to  drift  along 
without  his  supervision,  or  he  may  wake  up  some 
day  to  find  that  it  has  been  a  school  educating  his 
people  altogether  away  from  the  church. 

This  suggests  the  responsibility  of  the  pastor 
for  the  doctrines  taught  in  the  school.  Practically 
this  is  not  so  serious  a  problem  as  it  seems  to  be; 
it  becomes  acute  only  in  cases  where  deluded  per- 
sons deliberately  seek  to  instil  harmful,  disrupting 
doctrines.  But  certainly,  as  the  spiritual  head  of 
the  school,  the  pastor  ought  to  know  what  is  being 
taught.  He  will  find  that  if  false  doctrine  is  any- 
where being  inculcated  it  will  be  the  result  of 
ignorance,  as  a  rule,  rather  than  of  deliberate 
attempt  to  mislead.  With  those  who  come  in  as 
wolves  in  sheep's  clothing  he  must  cause  severe 
measures  to  be  taken.  But  it  will  be  very  seldom 
that  he  will  need  to  move  as  in  the  prosecution  of 
a  teacher  for  heresy.  Nowhere  is  there  a  greater 
demand  made  upon  his  tact,  his  Christian  love 
and  his  powers  of  leadership  than  in  this  task  of 
quietly,  unostentatiously,  almost  imperceptibly, 
moulding  the  content  of  the  teaching  in  his  school. 
It  is  well  to  remember  that  it  is  much  easier,  as 
well  as  much  better,  to  train  your  teachers  in  the 
truth  than  to  have  to  undo  and  attempt  to  correct 
their  errors;  therefore  the  pastor  will  count  it 
time  and  energy  saved  if  he  may  conduct  his 


THE    PASTOR'S    PEIVILEGE  57 

teachers  through  their  courses  of  study  in  Chris- 
tian Doctrines. 

There  is  one  other  point  at  which  he  may 
properly  and  wisely  engage  in  the  work  of  teach- 
ing, that  is  with  the  class  or  classes  of  those  who 
are  at  the  age  of  crisis  and  decision.  This  age  is 
specially  treated  in  the  chapter  on  Curriculum. 
The  pastors  who  have  made  a  study  of  this  age 
have  had  a  new  world  opened  to  them;  they  have 
come  into  the  school,  w4th  a  clearer  conception  of 
its  whole  work,  to  definitely  engage  in  determining 
the  lives  of  these  adolescents.  If  there  is  anywhere 
that  the  pastor  should  be  found  teaching  it  is, 
not  in  the  old  people's  Bible  class,  but  in  the  class 
of  boys  and  girls  of  fourteen  to  seventeen. 

The  pastor  of  the  church  must  be  truly  pastor 
to  every  pupil  in  the  school.  Whatever  the  official 
relation  of  the  child  may  be  to  the  church,  whether 
regarded  as  a  member  from  infancy  or  not,  he 
must  have  over  that  child  the  closest,  tenderest, 
unflagging  pastoral  care.  It  is  not  those  who  have 
learned  to  walk  in  the  way  by  their  own  wills,  but 
those  who  are  yet  weak,  the  little  ones,  for  whom 
the  church  should  have  the  largest,  deepest  care. 
Unless  the  child  be  central  to  all  her  interests  she 
will  never  win  or  hold  the  man.  There  is  a  very 
practical  side  to  this;  the  child  in  the  Sunday 
school  has  the  same  right  in  need,  sickness,  dis- 
tress,  anxiety,   or  trouble  of  any  kind,   to    the 


58  THE  MODERN  SUNDAY  SCHOOL 

services  of  the  pastor  as  belongs  to  any  member  in 
the  church.  How  happy  that  relation  where  the 
pupils  of  the  school  regard  the  pastor  as  friend, 
confidant,  trusted,  well-loved,  shepherd  of  their 
lives. 

///.  The  Pastor's  Preparation  for  Service  in  the 
School,  One  of  the  most  promising  signs  of  the 
times  is  the  fact  that  the  pastor  is  now  being  pre- 
pared in  the  theological  seminary  for  his  place  as 
pastor  of  the  Sunday  school.  A  number  of  sem- 
inaries now  have  chairs  of  "  Religious  Pedagogy  " ; 
some  are  entitled  departments  of  Sunday-school 
Methods;  others  have  regular  courses  of  lectures 
given  by  specialists  on  the  work  of  the  school,  the 
principles  of  teaching,  etc.  At  these  schools  and 
at  others  institutes  and  conferences  are  also  con- 
ducted on  the  general  subject  of  religious  educa- 
tion, or  on  the  special  work  of  the  school.  Some 
schools  of  theology  endeavour  to  lead  the  students 
in  practical  work  in  the  Sunday  schools  of  the 
city.  That  all  these  things  are  but  beginnings  we 
can  well  believe.  It  will  not  be  long  ere  it  is  rec- 
ognised that  no  man  is  fitted  for  the  work  of  the 
pastorate  who  has  not  given  to  the  work  of  the 
Sunday  school  an  amount  of  time,  study  and  prac- 
tice proportionate  to  the  place  which  it  must  hold 
in  the  general  activities  of  the  church. 

The*  pastor  may  also  widen  his  usefulness  and 
continue  his  preparation — since    all    preparation 


THE    PASTOE'S    PEEPARATION       59 

must  be  practically  perpetual  as  one's  work  devel- 
ops— by  keeping  in  touch  with  the  organised  Sun- 
day-school work,  by  attending  conventions  and 
conferences.  He  is  very  unwise  if  he  affects  to 
despise  gatherings  of  Sunday-school  workers  as 
being  "  perhaps  useful  but  altogether  amateurish." 
A  pastor  may  often  learn  more  by  attendance  on  a 
conference  or  institute,  where  earnest,  practical 
people  are  engaged  in  study  and  discussion,  than 
he  could  acquire  in  many  days'  of  stretching  his 
feet  under  a  desk.  He  will  be  surprised  to  dis- 
cover the  amount  of  work  being  done  by  the  Sun- 
day-school people. 

There  is  being  steadily  built  up  a  wonderful 
treasury  of  literature  on  religious  education  in 
general  and  on  the  problems  and  practice  of  the 
Sunday  school  in  particular.  The  pastor  cannot 
aiford  to  neglect  the  modern  works  on  religious 
psychology;  there  are  half  a  dozen  of  these  that 
ought  to  be  in  every  minister's  library.  He  cannot 
aiford  to  go  without  the  works  discussing  the 
moral  and  religious  education  of  children;  he 
needs  the  books  which  deal  with  the  Sunday  school 
as  an  educational  institution.  True,  there  are  al- 
ways more  "  indispensable "  books  than  a  man 
could  buy,  even  should  he  devote  all  his  salary  to 
literature.  But  he  must  select  the  best.  The 
school  would  find  it  a  good  investment  to  present 
him  with  the  best.    Better  still,  purchase  them  for 


60  THE  MODERN  SUNDAY  SCHOOL 

the  school  library,  asking  the  pastor  to  read  them 
first.  Then  there  is  the  current  literature  on  the 
subject  in  good  periodicals  dealing  with  the  prin- 
ciples of  the  school.  If  he  would  serve  worthily, 
let  him  here,  as  in  other  departments,  give  at- 
tention to  reading. 

The  best  preparation  of  all  is  that  gained  in  the 
work  itself;  the  pastor,  like  the  pupil,  must  learn 
by  doing.  He  who  comes  to  the  school  willing  to 
learn  will  soon  be  worthy  to  lead.  Whatever  in- 
vestment of  himself  he  makes  here  will  return  to 
him  many  fold.  He  who  sows  in  the  Sunday 
school  reaps  bountifully  all  through  the  church. 

But  the  wise  pastor  will  remember  that  his 
function  is  to  inspire  others  to  do  good  work; 
he  will  not  so  often  try  to  do  things  in  the  school 
as  to  cause  them  to  be  done.  In  the  larger  schools 
he  will  spend  his  energies  in  securing  wise  and 
well-trained  leaders.  Then  he  will  commit  the 
work  wholly  to  them.  The  temptation  of  the  young 
minister  is  to  lose  patience  with  the  untrained 
efforts  of  amateurs  and  to  take  their  work  into 
his  own  hands.  That  they  may  grow  and  that  he 
may  be  free  for  growing  duties  he  must  train  them 
and  then  trust  them. 


VII 

oeganisixCt  the  school  as  an  edu- 
cational INSTITUTION 

I.  The  Educational  Aim. 
Education  is  the  leading  of  a  life,  through  the 
development  of  its  own  powers  and  by  the  dis- 
covery of  self,  of  fellow-beings  and  the  universe, 
into  the  highest  possible  personal  character  and 
into  perfect  adjustment  to  and  service  in  the 
world.  The  immediate  aim  of  the  Sunday  school 
is  the  Christ-like  service  and  character,  the  devel- 
opment of  the  growing  life  religiously,  spiritually, 
into  true  character  and  worthy  service. 

The  educational  aim  does  not  invalidate  the 
evangelistic  aim;  it  completes  it.  Sunday  schools 
may  be  roughly  classed  into  three  groups:  First, 
those  having  the  statistical  aim,  seeking  only  to 
gather  great  numbers  and  to  be  able  to  report 
growth  in  large  figures;  second,  the  so-called 
evangelistic,  seeking  only  to  bring  every  pupil  on 
some  "  Decision  Day "  to  commit  himself  to 
church  membership ;  third,  those  with  the  Educa- 
tional spirit,  seeking  the  full  development  of  the 
pupil's  religious  life,  which  will  certainly  include 
the  following  of  his  Master  and  service  in    the 

61 


62    THE    MODERN"   SUNDAY    SCHOOL 

church.  The  school  is  the  agency  for  educational 
evangelism,  which  is  quite  different  from  educa- 
tion instead  of  evangelism. 

The  educational  aim  swings  the  Sunday  school 
into  that  great  advance  movement,  the  impact  of 
which  every  other  agency  of  education  is  feeling, 
that  for  which  Pestalozzi,  Froebel,  Spencer,  and 
Horace  Mann  have  stood.  The  Sunday  school, 
while  seeking  to  do  the  most  diihcult  of  all  work 
in  education,  as  well  as  the  greatest,  has  been  too 
long  endeavouring  to  do  this  work  in  absolute  in- 
dependence of  the  splendid  contributions  which 
reverent  specialists  and  workers  and  investigators 
of  long  experience  have  been  making  to  the  science 
of  education.  But  the  Sunday-school  worker  to- 
day realises  how  much  he  has  to  receive  from 
educational  leaders,  and  how  much  help  and  ad- 
vantage may  come  to  the  school  from  them. 

The  educational  aim  bridges  the  chasm  which 
has  existed  in  the  child's  experience  between  educa- 
tion in  the  day  school  and  in  the  Sunday  school. 
He  learns  that  one  is  just  as  serious,  as  valuable, 
as  serviceable  as  the  other,  that  the  day  school  is 
not  the  only  one  that  means  business.  How  much 
more  the  one  may  be  worth  to  him  than  the  other 
he  may  realise  later. 

//.  The  Educational  Aim  Necessitates  the  Edvr 
cational  Method. 

One  great  principle  will  lead  in  the  educational 


THE  ARGUMENT  FOR  GRADATION  63 

Sunday  school,  that  is,  its  adaptation  to  the  life  of 
the  pupil,  its  obedience,  seen  in  its  methods,  to 
the  laws  of  the  life  of  a  child.  We  cannot  teach 
until  we  have  set  the  child  in  the  midst  and  learned 
of  him.  We  cannot  lead  a  child  out  into  life  until 
we  are  ourselves  willing  to  follow  the  laws  of  a 
child's  life.  You  must  follow  the  laws  of  steam 
if  you  would  use  a  locomotive;  and  you  must  fol- 
low the  laws  of  child  nature  if  you  w^ould  educate 
a  child.  If  you  want  a  later  word  for  this  prin- 
ciple you  may  call  it  the  genetic  method. 

This  will  involve  the  constant  adaptation  of  the 
methods  of  the  school  and  of  the  material  taught 
in  the  school  to  the  developing  life  of  the  pupils. 
In  other  words  the  distinguishing  mark  of  this 
type  of  school  will  be  that  it  is  what  we  call  a 
graded  school. 

A.  Why  Grade  the  School? 

(1)  Because  the  pupils  are  not  all  of  one  age, 
nor  of  one  degree  of  attainment.  Gradation  is 
recognition  of  and  adaptation  to  facts  already  ex- 
isting; the  children  are  already  graded  by  nature, 
by  custom,  and  by  school  grades. 

(2)  The  pupils  are  steadily  developing  in  knowl~ 
edge  and  in  character.  To  teach  all  grades  the 
same  things  and  to  teach  them  always  the  same 
things  is  to  do  them  a  grave  wrong.  Grading  must 
secure  orderly  progression  in  study. 

(3)  In  order  that  pupils  and  teachers  adapted 


64  THE  MODERN  SUNDAY  SCHOOL 

to  one  another  may  secure  the  highest  efficiency  in 
each  grade  or  division. 

(4)  Grading  makes  the  school  a  definite,  busi- 
ness-like institution,  approximating  itself  to  the 
value  of  the  public  school.  It  correlates  all  the 
child's  educational  activities. 

(5)  It  makes  possible  definitely  arranged  courses 
of  study  in  a  cumulative,  progressive  order,  cor- 
responding to  the  life  of  the  student. 

B.  What  Grading  Is. 

(1)  The  classification  of  pupils  according  to 
their  ages  and  capacities. 

(2)  The  assignment  of  pupils  to  classes  accord- 
ing to  this  classification. 

(3)  The  arrangement  of  these  classes  in  larger 
groups  or  divisions. 

(4)  The  provision  of  teachers  especially  quali- 
fied for  the  work  of  each  grade. 

(5)  The  provision  of  material  for  study  selected 
according  to  the  needs  of  each  grade. 

(G)  The  promotion  of  pupils  from  grade  to 
grade  on  the  fulfilling  of  certain  prescribed  re- 
quirements. 

C.  How  GRADE  THE   SUNDAY  SCHOOL. 

This  is  a  problem  not  nearly  so  difficult  as  is 
usually  supposed.  Many  fear  to  begin,  their 
imagination  conjuring  up  untold  hindrances.  Let 
the  simple  principle  that  gradation  of  the  school 
is  its  adaptation  to  the  fact  of  the  student's  gra- 


METHOD    OF    GRADATION  65 

dations  in  life  be  once  grasped  and  the  rest  is 
easy.  Failures  have  come  only  when  the  attempt 
has  been  made  to  force  on  the.  school  some  me- 
chanical contrivance  in  a  mechanical  manner.  Let 
the  principle  and  the  plan  be  fully  understood  by 
all  workers ;  talk  it  over  with  them  until  all  are  in 
line.  Then  group  your  school  carefully  into  its 
larger  divisions;  in  the  greater  number  of  schools 
this  has  already  been  done.  Then,  working  in 
each  of  those  larger  divisions,  group  up  the  stu- 
dents therein  on  some  previously  accepted  plan  of 
classification.* 

(1)  Determine  the  Basis  of  Classification. 
Shall  it  be  the  pupil's  or  the  teacher's  whim  (as 
in  many  schools),  the  pupil's  age,  his  school  grade, 
or  his  attainments  in  biblical  knowledge?  The 
principle  of  education  being  a  principle  of  life,  the 
basis  of  classification  must  be  in  the  life  of  the 
pupil.  For  the  great  divisions  of  the  school 
we  find  already  marked  out  for  us  three  great 
divisions  of  life: 

(a)  Childhood,  the  period  of  receptivity. 

(b)  Youth,  the  period  of  adjustment  of  powers, 
struggle,  determination  and  social  awakening. 

(c)  Manhood,  the  period  of  applied  powers. 

A  study  of  child-nature  reveals  certain  lines  of 
cleavage  in  the  first  two  of  these  broader  divisions. 

*  For  schemes  of  gradation  see  Ch.  XX,  Part  II. 


66    THE  MODEEN  SUNDAY  SCHOOL 

Certain  changes  in  the  functions  and  mental  pow- 
ers seem  to  come  at  about  the  eighth  year  or  the 
ninth,  when  children  are  in  the  second  or  third 
grade  of  the  public  school.  A  study  of  these 
changes  would  be  possible  only  in  a  work  on  child- 
study.  We  can  stop  only  to  divide  the  first  general 
period  into  two,  which,  for  convenience,  we  may 
call  the  Beginner^s  and  the  Elementary.  Then 
the  second  general  period  breaks  itself  up  into  the 
well-recognised  periods  of  earlier  and  later  ado- 
lescence, the  line  coming  somewhere  about  eighteen 
years  of  age.  This  creates  the  divisions  of  the 
Secondary  and  the  Senior. 

We  have  to  remember  in  discussing  these  divi- 
sions that  the  years  vary  greatly;  children  enter 
these  periods  at  diiferent  ages  according  to  the 
rapidity  or  tardiness  of  their  physical  and  general 
development.  This  fact  makes  the  age  standard 
of  class  arrangement  an  unsatisfactory  one,  for 
it  throws  together  children  of  unequal  develop- 
ment. It  also  breaks  up  the  class  groups  to  which 
they  are  accustomed  in  their  daily  education.  It 
is  a  difficult  matter  to  determine  just  the  precise 
stage  of  a  child's  psychological  development.  But 
we  shall  find  that  the  processes  of  the  public  school 
come  very  close  to  classifying  children  exactly, 
grading  them  as  they  do  on  general  capacity  and 
ability.     A  fairly  good  working  basis  for  Sunday- 


CLASSIFICATION  67 

echool  classification  is  found  in  the  grade  of  the 
child  in  the  public  school.  It  has  the  advantage 
of  strengthening  the  sense  of  harmony,  orderliness, 
and  unity — all  important  to  the  child — when  he 
finds  the  same  classification  and  general  arrange- 
ment in  the  Sunday  school  as  in  the  other  school. 
Of  course  some  modifications  of  gradation  are  nec- 
essary, owing  to  the  latter  school  covering  a  longer 
period  of  life.  But  following  this  plan  we  have  an 
arrangement  securing  some  unity  of  educational 
experience. 

(2)  Determine  the  Basis  of  Promotion.  Since 
the  Sunday  schools  have,  as  yet,  no  commonly 
recognised  standards  of  biblical  knowledge,  graded 
schools  will  receive  from  the  ungraded,  and 
from  those  graded,  also,  students  of  varying  at- 
tainments ;  and,  since  there  will  always  be  objection 
to  purely  intellectual  tests,  the  advantage  of  grad- 
ing and  promoting  on  public-school  grades  is  evi- 
dent. It  is  well  to  hold  examinations  in  the 
subjects  wliich  have  been  taught ;  it  is  well  also,  to 
give  the  scliolar  credit  for  regular  attendance,  for 
deportment,  and  for  other  items,  and  to  make 
these  credits  count  on  his  school  standing.  But 
do  not  attempt  to  promote  on  the  basis  of  these 
markings,  or  you  may  shortly  have  confusion  be- 
yond remedy.  On  some  certain  Sunday  of  each 
year  promote,  with  appropriate  exercises,  every 
pupil  according  to  his  public-school  grade.  At  the 


68   THE  MODERN  SUNDAY  SCHOOL 

same  time  you  may  award  certificates,  or  "diplo- 
mas," to  those  who,  by  faithful  work  and  regular 
attendance,  have  earned  over  a  certain  percentage 
of  credits.  Let  these  "  diplomas  "  or  "  Honours/' 
as  some  call  them,  have  nothing  to  do  with  the 
promotion  of  the  pupil;  make  them,  however, 
things  highly  desirable  on  account  of  the  honour 
they  confer  in  their  awarding. 

Promoting  the  pupils  as  they  make  progress 
through  the  public  school,  and  on  their  graduation 
therefrom,  regularly  every  year  advancing  them  a 
class  or  grade,  keeps  the  groups  of  pupils  together 
through  all  their  Sunday-school  life. 

(3)  Furnish  the  Machinery  for  a  Graded  School. 
Two  new  officers  will  be  necessary.  First,  the 
Secretary  of  Enrollment  and  Classification,  who 
will  assign  new  pupils  to  their  grades  as  they  are 
enrolled  in  the  school.  No  well-ordered  school  will 
tolerate  for  an  instant  the  custom  of  allowing 
pupils  of  the  first  three  divisions  to  select  their 
own  classes  and  teachers.  Second,  a  Secretary  of 
Class-Marking  and  Honours,  who  will  care  for  the 
records  of  each  pupil,  his  class  work,  examinations, 
and  other  markings.  In  liis  care  also  will  be  the 
arrangements  for  the  promotions  of  all  pupils. 
Of  course  there  will  also  be  included  in  the  ma- 
chinery for  gradation  the  separate  class  rooms  and 
equipment  discussed  in  Chapter  IX,  though  these 
are  not  absolutely  indispensable.     . 


MATERIAL  ADAPTED  69 

(4)  Tlie  Educational  Aim  will  also  involve 
the  selection  of  inaterial  of  study  adapted  to  the 
different  stages  of  development  in  the  life  of  the 
pupil.  We  have  been  too  slow  to  recognise  the 
principle  of  milk  for  babes  and  meat  for  men,  in 
the  Sunday  school.  We  do  not  teach  jurisprudence 
to  babes  elsewhere,  nor  compel  adults  to  continue 
in  simple  addition.  It  will  not  do  to  say  you  can 
teach  the  same  lesson  to  all  and  adapt  it  to  each 
stage  of  development.  That  is  a  make-shift  and 
involves  unnecessary  labour  when  there  is  at  hand 
ample  material  well  suited  to  each  stage.  Why 
twist  a  mature  saint's  lesson  to  a  babe  when  the 
babe's  lesson  is  equally  accessible?  The  uniform 
lesson  scheme  did  great  things  for  the  Sunday 
school  by  the  economy  it  made  possible  in  publi- 
cation of  lessons  material ;  it  put  into  every  teach- 
er's hand  the  "  help  " — ^which  has  since  so  often 
become  a  hindrance,  a  crutch  causing  lameness. 

But  the  principle  of  a  graded  curriculum  has 
been  adopted  almost  universally.  The  arguments 
for  uniformity  have  been  forgotten.  However,  the 
victory  of  progressive  and  educational  forces  in 
the  Sunday  school  must  not  mark  the  end  of  ad- 
vance. The  educational  aim  cannot  be  achieved 
until  all  who  use  the  curriculum  have  an  intelli- 
gent appreciation  of  the  bases  of  selection  of  the 
material,  until  teachers  are  so  fully  conscious  of 
being  engaged  in  an  educational  process  that  they 


70  THE  MODERN  SUNDAY  SCHOOL 

can  judge  the  values  of  the  material  they  use,  re- 
ject the  unsuitable  and  substitute  the  more  useful. 

The  present  danger  is  that  schools  will  blindly 
and  mechanically  accept  whatever  system  of  les- 
sons may  be  provided  for  or  imposed  upon  them 
by  the  publishing  houses  of  the  churches.  The 
present-day  systems  are  in  danger  of  striking  low 
levels  of  intelligence  and  value  from  the  efforts 
to  secure  economy  in  the  mechanics  of  publica- 
tion and  the  endeavour  to  provide  lesson  mate- 
rial acceptable  to  all  church  communions  and  to 
all  types  of  experience  in  each  grade.  Freedom 
and  intelligence  in  selecting  and  using  lesson 
courses  is  the  right  and  duty  of  every  school. 

Loyalty  to  the  educational  aim  will  lead  to  the 
organization  in  every  school  of  a  committee  on 
curriculum.  This  should  be  appointed  by  the 
"Board  of  Sunday  School"  or  of  "Eeligious  Edu- 
cation" and  should  consist  of  the  Superintendent, 
the  Directors,  and  persons  of  recognised  ability 
and  experience  as  educators.  The  committee 
should  confer  freely  with  the  teachers  of  each 
grade  as  to  proposed  courses.  The  danger  of  fre- 
quent, disorganising  changes  in  curriculum  should 
be  safeguarded  by  requiring  the  approval  of  the 
entire  Board  before  changes  are  adopted,  but  this 
rule  should  not  prevent  experimentation  with  new 
material. 


MATERIAL  ADAPTED  71 

After  the  Superintendent,  the  Pastor,  and  the 
Division  Principals  have  determined  on  the 
grading  of  the  school  and  the  classification  of 
pupils  has  begun,  let  a  competent  committee,  con- 
sisting of  persons  who  can  be  depended  on  both 
for  good  common  sense  and  for  educational  sym- 
pathy and  outlook,  work  out  the  whole  course  of 
study,  carefully  basing  it  on  the  developing  life 
and  needs  of  the  pupils.  They  will  find  in  ex- 
istence many  excellent  graded  courses;  they  must 
select  from  these  and  adapt  to  their  own  school, 
for  it  seldom  happens  that  any  one  can  be  laid  on 
one  school  in  precisely  the  form  in  which  it  is 
used  in  another.  We  must  not  be  afraid  of  work 
here,  nor  must  we  expect  to  secure  success  in  a 
single  Sunday. 

Teachers  will  need  to  be  trained  in  the  use  of 
a  graded  curriculum.  For  their  direction  and 
counsel  a  well-qualified  leader  should  be  provided, 
one  familiar  with  modern  pedagogy  and  psychol- 
ogy, fitted  by  religious  experience,  and  able  to 
secure  unity  through  his  direction  of  all  the  work 
of  the  teachers. 

(5)  The  educational  aim  will  enable  the  school 
to  meet  all  the  needs  of  the  pupils  as  to  religious 
Jcnowledge,  There  will  no  longer  be  a  place  for 
so-called  "  supplemental  work  "  in  a  graded  school. 
There  are  no  things  that  are  supplemental;  if 
they  are  essential  they  must  be  integral.    All  such 


72   THE  MODERN  SUNDAY  SCHOOL 

matters  as  the  history,  chronology,  geography,  even 
hymns,  church  history,  and  doctrine,  will  have 
their  proper,  natural  places  in  a  comprehensive 
course  of  study.  The  educational  aim  will  not 
allow  any  part  of  religious  knowledge  and  nurture 
to  be  neglected. 

(6)  The  educational  aim  will  mean  that  the 
school  will  in  every  possible  way  help  its  teachers 
to  secure  the  best  that  modern  psychology  and 
pedagogy  and  biblical  research  has  to  offer.  It 
will  purchase  and  place  at  their  disposal  the  best 
books;  it  will  have  a  special  library  for  its  teach- 
ers. It  will  direct  their  reading;  it  will  promote 
classes  for  their  study.  It  will  regularly  examine 
them  in  their  proficiency  and  their  studies  during 
the  first  years  of  their  teaching. 

The  Sunday  school  organised  as  an  educational 
institution  will  mean  the  adoption  of  the  prin- 
ciple of  education  as  superior  to  mere  instruction, 
of  unity  and  development  of  study  as  superior  to 
uniformity.  It  will  mean  the  school  pressing 
toward  the  mark  instead  of  standing  by  some 
obsolete  and  long-since  outgrown  standard. 

(7)  Loyalty  to  the  educational  aim  will  lead 
to  the  discovery  and  institution  of  standards  by 
which  the  efficiency  of  the  school's  methods  may  be 
determined,  no  sorts  of  success  in  numbers  or 
noise  or  even  in  knowledge  should  be  permitted 
to  cloud  the  real  issue :  Are  we  growing  youth  in 


STANDARDS  OF  EFFICIENCY        73 

the  religious  life?  The  work  of  every  committee 
must  be  governed  by  this  while  all  with  the  officers 
should  constitute  a  board  of  frequent  conference 
on  this  question.  The  actual  tests  or  standards 
here  will  not  be  those  of  knowledge  but  of  the 
mental  attitudes  and,  still  more,  the  personal  and 
social  habits  and  abilities  of  the  religious  life.  The 
school  must  quietly  and  thoroughly  test  its  product. 
We  must  be  able  to  know  whether  the  process  of 
religious  education  is  going  forward  in  a  normal 
manner.  And  the  results,  as  seen  in  product,  must 
modify  all  processes  and  programmes  of  the  school. 


VIII 

EECRUITING  AND  RETAINING  PUPILS 

There  can  be  no  school  without  scholars.  All 
that  has  gone  before  has  been  with  them  in  mind ; 
organisation  is  futile  except  for  the  sake  of  those 
who  are  to  be  served  by  teaching.  But  organisation 
must  have  a  place  in  attention  ahead  of  the  ques- 
tion of  securing  scholars;  for  it  will  be  impossible 
to  secure  and  hold  pupils  in  a  school  which  neglects 
its  own  efficiency;  while  the  school  which  is  well 
organised  will,  bT;  its  very  power  of  usefulness,  at- 
tract and  hold. 

The  Ideal.  The  ideal  of  enrolment  is  that 
every  person  in  the  parish,  including  the  adults, 
shall  be  enrolled  in  some  Sunday  school,  working 
or  studying,  either  in  the  school  proper,  or  in  the 
Home  Department,  or  under  some  similar  plan  of 
Sunday-school  extension.  The  goal  as  to  attend- 
ance is  that  every  person  enrolled  shall  be  either 
present  at  the  school  or  accounted  for  by  excuse 
for  sickness,  absence  from  the  city,  or  studying 
elsewhere;  that  this  shall  be  the  condition  every 
Sunday;  and  that  there  shall  never  come  a  time 
in  the  life  of  any  one  in  which  the  Sunday  school 

74 


THE    FIELD    OF    THE    SCHOOL      75 

shall  not  have  a  place  in  which  he  may  either  serve 
or  be  served. 

The  ideal  is  far  from  what  most  are  expecting 
for  the  real;  set  your  ideals  high;  the  higher  you 
aim  the  higher  you  will  hit.  But  don't  forget  that 
ideals  never  realise  themselves  without  much  hard 
labour.  The  following  are  some  suggestions  on 
plans  for  realising  this  ideal  in  the  matter  of 
I.  Recruiting  Pupils. 

1.  Knov^  Your  Field.  Let  the  church  or  the 
school  deliberately  decide  just  what  area  it  ought 
to  consider  as  its  field,  from  which  it  will  draw 
pupils.  Let  every  teacher  and  officer  know  exactly 
what  this  area  is;  talk  of  it  as  the  field,  or  precinct 
of  the  school.  Have  a  map  of  your  field  in  the 
room  where  the  teachers'  meetings  are  held. 

Next,  Know  the  People  in  Your  Field.  The 
school  should  have  at  least  a  directory  of  its  own 
people,  the  attendants  at  its  own  church,  in  that 
field,  together  with  the  names  of  all  who  do  not 
count  themselves  as  belonging  to  any  church.  Such 
a  directory  may  well  be  secured  by  the  different 
schools  of  the  district  uniting  to  thoroughly  can- 
vass that  district,  going  to  every  house  and  securing 
the  names  of  all  therein,  together  with  facts  as  to 
the  ages,  sex,  and  Sunday  school  affiliations  of  the 
children.  By  setting  aside  one  day  for  this,  set- 
ting a  large  number  at  work,  and  carefully  map- 
ping out  the  area  into  small  districts,  this  may  be 


76  THE  MODERN  SUNDAY  SCHOOL 

done  with  ease.  It  should,  however,  be  done  also 
with  accuracy,  or  it  is  without  value.  The  public 
schools  take  an  annual  census  of  the  children  of 
school  age ;  why  shoidd  not  the  Sunday  schools  do 
likewise  ? 

3.  Cultivate  Your  Field.  The  tendency  is  to 
be  satisfied  with  gathering  the  facts  secured  by  a 
canvass;  pigeonhole  the  list  of  names  and  let  it 
rest  there. 

{a)  After  the  canvass  divide  your  field  up  into 
smaller  units,  each  consisting  of  several  blocks, 
if  in  a  village  or  city,  or  into  some  other  convenient 
grouping  of  homes.  Place  each  unit  under  the 
care  of  some  person  who  will  watch  for  families 
moving  into  his  district,  will  have  them  invited  to 
the  school,  and  will  also  co-operate  with  teachers 
and  others  in  care  for  the  sick  and  needy  in  that 
district. 

(h)  Invite  to  the  school  personally  all  not  en- 
rolled. Do  not  leave  this  to  the  one  in  charge  of 
the  district;  ofiicers  must  make  it  their  duty  to 
invite  pupils  at  all  times. 

(c)  Invite  hy  mail.  As  much  as  possible  by 
personal  letter;  as  often  as  possible  by  printed 
matter.  Be  sure  your  printed  matter  is  worth 
scattering,  and  then  sow  it  carefully.  Do  not  call 
you;r  school  an  educational  institution,  while  you 
are  littering  the  streets  with  handbills,  or  in  any 
way   circulating   cheap,   smudgy,   trashy   printed 


METHODS    OF    UsTVITATION  77 

matter.  Study  the  methods  of  the  brightest,  most 
worthy  advertising,  and  keep  in  mind  the  char- 
acter of  your  school  when  preparing  matter  for 
printing;  see  that  taste  and  brains  are  mixed 
with  the  printer's  ink. 

(d)  Invite  through  the  scholars.  They  make 
the  most  effective  agents.  You  have  a  tremendous 
leverage  over  a  home  as  soon  as  you  have  one 
member  in  the  school;  one  within  will  draw  the 
rest,  when  a  hundred  from  without  would  have 
failed.  Go  into  the  Home  with  the  scholar;  that 
way  you  find  entrance  to  hearts. 

(e)  Many  schools  find  it  necessary  to  employ 
one  or  several  visitors,  who  give  all  their  time  to 
this  work.  They  should  be  persons  of  unusual 
tact,  filled  with  high  ideals  for  the  school.  Their 
work  ought  never  wholly  to  supplant  that  of  the 
volunteer,  the  teacher,  or  the  officer.  These  latter 
need  often  to  get  into  touch  with  the  lives  of  the 
scholars,  not  only  for  the  sake  of  securing  their 
attendance,  but  to  maintain  their  own  necessary 
sympathy  with  those  who  are  being  taught. 

4.  Follow  Up.  Keep  on  reaching  everyone. 
If  one  invitation  fails,  try  another.  No  wise 
solicitor  in  business  gives  up  at  the  first  effort. 
Said  one  merchant,  when  asked  how  long  he  in- 
tended to  continue  sending  "follow-up"  letters 
to  a  prospective  customer,  "  Until  I  get  him.''  If 
at  first  you  don't  succeed,  do  it  again. 


78  THE  MODEEN  SUNDAY  SCHOOL 

5.  Cultivate  the  School  Spirit.  Colleges 
and  universities  know  what  this  is,  how  great  is  the 
value  of  the  attitude  of  mind  which  makes  a 
student  proud  of  his  school,  anxious  to  advertise 
it,  to  increase  its  glory  and  honour.  Why  should 
not  the  Sunday  school  stand  for  such  things,  and 
mean  so  much  to  the  lives  of  its  people,  that  they 
will  be  proud  to  wear  its  class  pins,  to  bear  its 
name,  to  invite  others  to  its  classes,  and  in  every 
way  to  further  its  interests.  The  promotion  of 
this  spirit  rests  largely  with  the  superintendent 
and  the  teachers ;  it  will  come,  not  by  talking  about 
it,  but  by  giving  it  worthy  material  to  feed  on,  a 
character  of  which  to  boast  and  opportunity  to 
honour  and  advertise  the  school.  There  have  been 
harmful  exhibitions  of  school  spirit,  fostered  under 
such  pernicious  practices  as  the  ^^  colour  contests," 
when  the  school  is  divided  into  "  reds "  and 
"blues,"  rival  camps  endeavouring  each  to  secure 
the  larger  number  of  new  students.  The  result 
is  the  fostering  of  rivalry,  the  service  for  an  un- 
worthy motive — usually  a  banquet  to  be  given  by 
the  losing  side — and  the  enrolment  of  scholars  in 
a  wholesale  fashion.  It  is  possible  to  appeal  to 
higher,  and  certainly  to  less  harmful,  motives  in 
the  scholars.  By  such  devices  the  school  becomes 
an  agency  educating  in  things  that  do  not  make 
for  the  best  character.  The  best  school-spirit  is 
that  which  grows  out  of  a  sense  of  the  value  of 


RETAINING    PUPILS  79 

the  school  to  the  pupil.  It  grows  by  intensive 
work,  and  mere  extension  in  numbers  will  not 
secure  it. 

6.  Let  the  School  Advertise  Itself  by  Effi- 
ciency. This  is  the  best  advertisement.  The  really 
worth-while  school  will  soon  be  known  beyond  its 
own  parish.  It  will  not  have  to  do  much  urging; 
people  will  hear  of  it  and  come  to  it.  People  know 
the  difference  between  a  good  school  and  a  poor 
one  as  surely  as  bees  know  the  difference  between 
glucose  and  honey.  Many  a  school  that  is  blam- 
ing the  people  for  their  lack  of  spirituality  needs 
to  lay  the  blame  for  its  empty  benches  on  its  own 
sloth  and  lack  of  ability.  Let  the  school  set  effi- 
ciency first  of  all ;  let  it  teach  things  worth  teach- 
ing in  a  worthy  way,  and  it  will  have  people  to 
teach. 

II.  Retaining  Pupils. 

1.  Set  a  Standard  op  Regularity.  Expect  the 
pupil  to  remain  with  the  school,  and  to  be  regular 
in  attendance;  you  will  get  what  you  expect  al- 
ways. Cultivate  in  all  pride  in  the  regularity  of 
all.  Count  any  absence  as  abnormal.  Regularity 
is  almost  entirely  a  matter  of  habit. 

2.  Give  Credit  for  Attendance.  Unless  you 
so  arrange  it  that  it  makes  a  difference  to  the 
scholar  whether  he  is  there  or  not,  he  will  soon 
cease  to  care.  Attendance  must  count  to  his 
credit ;  it  should  count  so  many  points,  or  so  much 


80    THE    MODEEN"    SUNDAY    SCHOOL 

per  cent,  toward  his  general  standing,  and  on  this 
standing  his  diploma  should  depend.  Let  the 
teacher,  or  whoever  may  keep  the  record,  exercise 
the  utmost  care  in  securing  its  accuracy.  There 
are  no  keener  judges  of  fairness  than  children. 
Let  the  superintendent  and  every  officer  emphasise 
the  importance  of  the  record  of  attendance,  not 
alone  of  the  report  on  the  whole  number  present, 
but  more  particularly  on  the  record  of  each  in- 
dividual. 

3.  Enlist  the  Home.  Counsel  with  parents. 
Find  out  the  cause  of  absence.  Keep  the  home 
informed  on  the  attendance  and  general  standing 
of  the  pupil.  Send  every  quarter  a  Eeport  Card, 
something  like  that  shown  on  page  81,  securing 
the  signature  of  the  parent,  and  the  return  of  the 
card  to  the  school. 

On  the  back  of  the  card  there  should  be  four 
lines  ruled,  and  designated  for  the  four  quarters, 
the  name  of  the  parent  to  be  signed  on  each  one. 
By  this  means  the  home  is  reminded  at  least  four 
times  a  year  of  what  the  child  is  doing  in  the 
Sunday  school. 

4.  Meet  the  Needs  of  All.  Make  the  school 
work  so  fit  every  age  and  condition  that  none  shall 
fail  to  receive  what  they  need,  nor  shall  any  ever 
come  to  the  time  when  they  can  say,  "  The  school 
has  nothing  more  for  me.'^  When  the  school  has 
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82  THE  MODEEN  SUNDAY  SCHOOL 

blame  for  the  failure  on  the  natural  depravity  of 
the  boy ;  the  truth  is  that  the  boy  leaves  because  he 
finds  nothing  in  the  school  which  meets  his  need. 
In  many  schools  he  has  had  precisely  the  same 
lesson,  often  taught  in  precisely  the  same  manner, 
as  he  had  when  he  was  of  the  age  of  those  whom 
he  calls  "  the  little  kids."  The  graded  school  alone 
can  meet  the  need  of  every  age  and  period  of 
development  (see  Ch.  VII.),  but  it  is  well  to  re- 
member that  grading  the  school  pays  in  the  in- 
creased power  of  the  school  to  hold  the  scholars 
all  the  way  through  life. 

5.  Let  the  Leaders  be  Eegular.  An  irregu- 
lar, irresponsible  superintendent  cannot  cultivate 
regularity  in  the  school.  Even  greater  is  the  power 
of  the  teacher's  example. 

6.  Make  Provision  for  Necessary  Absences. 
Provide  excuse  cards,  and  accept  written  excuses 
for  sickness.  When  scholars  are  out  of  town  they 
may  attend  some  ether  school  and  bring  certificate 
stating  where  they  have  attended,  and  so  secure 
credit  for  attendance  as  though  they  had  been  at 
their  own  school. 

7.  Follow  up  Absentees.  Three  persons 
should  have  a  record  of  names  of  all  absentees,  the 
teacher,  the  secretary,  and  the  superintendent. 
The  teacher  will  have  the  record  of  the  class  ab- 
sentees and  will  visit  them,  or  write  to  them,  cer- 
tainly sending  a  short  personal  note;  one  line  so 


THE    ATTRACTIVE    SCHOOL         83 

written  is  better  than  a  ream  of  printed  matter. 
The  secretary  will  send  the  school  reminder-card 
in  the  name  of  the  superintendent.  The  latter 
will  keep  the  record  handed  him,  so  as  to  watch 
the  movements  of  scholars,  and  be  ready  to  check 
any  tendency  to  drift  away.  Officers  should  es- 
pecially watch  against  the  tendency  to  let  this 
matter  go  by  default,  intending  to  gather  back  all 
those  who  are  astray  at  the  Rally  Day,  or  some 
similar  special  occasion.  The  only  way  to  keep 
them  is  to  keep  them  all  the  time.     Hold  them. 

8.  Hold  by  Attraction.  Do  not  scold  those 
present  for  the  faults  of  those  absent.  Examine 
your  school  and  ask  whether  you  would  come  your- 
self if  an  office  and  a  sense  of  its  obligation  did 
not  compel  you ;  ask  whether  there  is  in  the  school 
that  which  will  attract  and  retain  the  indifferent. 
Endeavour  to  have  such  a  school  that  people  will 
want  to  come  to  it.  The  school  that  attracts  by 
its  character  will  hold.  You  do  not  have  to  beg 
children  to  stay  close  to  the  crock  of  cookies.  Right 
organisation,  good  order,  efficient  teaching,  studies 
suited  to  students,  honest,  unaffected  human  af- 
fection for  them;  these  are  important  factors  in 
the  school  that  attracts. 

9.  Beware  of  Baits  and  Bribes.  When  the 
Sunday  school  was  a  charity  institution,  prizes  may 
have  had  a  legitimate  place;  they  have  none  to- 
day.    The  effect  of  offering  a  prize  or  prizes   is 


84  THE  MODERN  SUNDAY  SCHOOL 

to  turn  the  pupil  from  the  higher  motive  of  learn- 
ing to  the  lower  one  of  getting  a  book  or  a  toy; 
to  make  him  think  that  regularity  of  attendance 
or  good  conduct  is  not  something  he  should  give 
naturally,  but  that  it  is  something  to  be  bought 
from  him  with  a  prize;  to  appeal  to  the  spirit  of 
rivalry,  with  the  result  that  he  not  only  wishes  to 
excel,  he  hopes  others  may  fail.  The  plan  is  sure 
to  cause  bitterness,  jealousies,  and  divisions.  Still 
more  deplorable  is  the  custom  of  bribing  attend- 
ance by  turning  the  school  into  a  vestibule  to  the 
circus,  to  excursions,  entertainments,  etc.  Some 
schools  are  so  surfeited  with  the  attractions,  side- 
shows, and  "  treats  "  which  unwise  officers  provide 
in  the  hope  of  attracting  great  numbers,  that  the 
school  comes  to  stand  in  the  mind  of  the  pupil 
for  these  things  alone.  Turn  your  school  into  an 
ice  cream  and  peanut  stand,  and  you  will  have 
nothing  but  dishes  and  shucks  when  the  edibles 
are  gone. 

The  awarding  of  diplomas  and  honours  must 
not  be  confused  with  the  giving  of  prizes,  nor  is  it 
meant  that  it  is  unwise  for  a  school  to  provide  en- 
tertainments and  other  meetings  and  times  of  social 
enjoyment  for  its  pupils;  all  these  things  must, 
however,  be  evidently  the  natural  outgrowth  of  the 
social  life  of  the  school,  and  the  desire  to  provide 
for  its  interest  and  intellectual  improvement,  and 
not  at  all  measures  taken  to  induce  attendance. 


HONOUES    AND    PRIZES  85 

But  diplomas  and  honours  are  simply  the  certifi- 
cates awarded  for  good  work,  presented  on  attain- 
ing certain  definite  standings;  they  have  no 
intrinsic  value;  they  are  within  the  reach  of  every 
one.  Care  should  be  taken  so  to  award  them  that 
they  do  not  even  remind  one  of  prizes,  but  that 
they  act  as  incentives  to  all  to  do  good  work  and 
stand  for  the  facts  that  the  school  recognises  such 
work,  and  that  it  is  conducted  on  business 
principles. 

To  sum  up  all  that  has  been  said  as  to  recruit- 
ing and  retaining  pupils,  let  it  be  remembered  that 
the  strong  school  is  not  the  one  that  first  gathers 
a  great  number  of  people  in,  and  then  holds  them 
by  any  and  all  devices ;  the  strong  school  is  the  one 
that  first  makes  itself  thoroughly  efficient;  does 
its  work  well,  even  when  it  is  but  small;  it  then 
becomes  strong  of  itself.  Attend  to  your  school 
and  you  can  almost  say  that  your  scholars  will  take 
care  of  themselves. 


IX 

BUILDING  AND  EQUIPMENT 

J.    The  Building 

The  Ideal 

The  ideal  as  to  building  would  be  a  separate 
building  designed  and  erected  solely  for  the  pur- 
poses of  the  school,  as  much  a  Sunday-school  build- 
ing as  that  of  the  public  school  is  a  day-school 
building.  This  is  something  at  present  attainable 
in  only  a  relatively  small  number  of  instances ;  but 
the  conditions  under  which  such  a  building  might 
be  of  the  largest  value  are  worth  understanding, 
since  they  are  important  to  any  school. 

Some  Principles 

1.  The  building  must  be  designed  hy  some  one 
who  thoroughly  understands  the  work  of  the 
school,  who  knows  the  things  which  go  to  make  a 
well  organised  school,  and  who  grasps  both  the 
practical  and  the  aesthetic  sides  of  architecture. 
Evidently  this  will  also  apply  to  the  remodelling 
or  adapting  of  parts  of  the  church  building  to 
Sunday-school  purposes. 

86 


IDEALS    AS    TO    BUILDING  87 

2.  It  must  be  designed  for  definite  purposes, 
with  clear  ideas  as  to  the  uses  of  its  various  parts ; 
it  must  be  arranged  for  actual  work;  in  other 
words,  it  must  be  practical. 

3.  Must  be  designed  with  reference  to  the  pri' 
mart/  physical  conditions  of  good  educational  work ; 
light  soft  and  ample,  scientifically  ventilated,  free 
from  dampness,  having  all  floors  above  the  ground, 
with  sound-proof  walls,  and  good  acoustic  prop- 
erties to  large  room  or  rooms. 

4.  Build  for  to-morrow  as  well  as  for  to-day. 

5.  By  no  means  of  least  importance,  have  in 
mind  the  teaching,  educational  power  of  good 
architecture,  of  a  dignified,  well-proportioned 
building.  Solid  characters  are  not  trained  in  gin- 
ger-bread houses. 

II.   Some  Plans 

A  Sunday-school  building  recently  erected  in 
one  of  our  large  cities  carries  out  many  of  the 
more  important  principles  of  an  edifice  for  reli- 
gious education.  It  provides,  on  the  first  floor, 
large  rooms  for  the  primary  and  the  next  grade, 
and  also  office  rooms  for  the  heads  of  the  school; 
on  the  second  floor,  one  large  room  with  class 
rooms,  each  about  12  by  14,  opening  therefrom; 
on  the  third  floor  there  are  classrooms  only,  cor- 
responding to  those  on  the  second,  the  ceiling  of 
the  large  room  on  the  second  being  carried  clear 


88    THE   MODERN"   SUNDAY   SCHOOL 

througli  to  the  roof.  The  classrooms  on  the  sec- 
ond floor  are  separated  from  each  other  by  folding 
partitions,  with  glass  in  the  upper  part;  they  are 
separated  from  the  large  room  by  heavy  linen  cur- 
tains, which  are  folded  back  during  general  exer- 
cises. Those  on  the  third  floor  open  on  a  corridor 
running  along  the  outer  wall.  There  are  in  all 
twenty-three  small  classrooms,  each  fitted  for  from 
twenty  to  thirty  pupils,  three  large  classrooms, 
one  being  very  large,  for  "  Bible  Class  "  purposes, 
and  the  others  for  large  classes,  and  two  division 
rooms.  This  building  also  has  a  large  library  room 
and  a  commodious  gymnasium. 

The  principle  prevailing  in  the  building  de- 
scribed is  that  the  lower  grades  shall  meet  in 
large  rooms,  the  middle  grades  in  classrooms 
which  can  be  thrown  together  for  general  assembly, 
with  separate  classrooms  for  those  advanced  grades 
which  do  not  need  to  come  together. 

A  very  simple  plan,  susceptible  of  adaptation  to 
schools  of  almost  all  sizes  and  means,  is  that  of  a 
building  either  circular  or  approximately  octagonal 
in  form,  in  which  the  first  floor  is  divided  into  two 
large  rooms  for  the  first  two  divisions,  the  second 
floor  has  one  large  room,  with  fair  sized  class- 
rooms opening  therefrom  on  almost  all  sides,  while 
above  is  a  gallery  with  smaller  classrooms. 

Excellent  work  can  be  done  in  a  plain,  square 
two-story   building,   the   first   floor   of   which   is 


TYPICAL   BUILDINGS  89 

divided  into  two  large  rooms,  the  second  into  as 
many  "  classrooms  ^'  as  possible,  by  means  of 
heavy  curtains  drawn  on  gas  pipe  fixed  at  right 
angles  to  the  wall  and  leaving  a  corridor  down  the 
middle  of  the  room.  In  any  case  be  sure  that  your 
first  floor  has  good  light  and  is  above  ground. 
Also  provide  a  room  in  which  the  teachers'  class 
can  meet,  and  where  its  special  eauipment  can  be 
kept. 

The  familiar  Akron  plan  is  simply  the  design- 
ing of  a  room  so  that  the  outer  parts  are  thrown 
into  classrooms,  radiating  from  the  superintend- 
ent's desk,  and  all  opening  up  so  as  to  form  one 
large  room  at  will. 

The  principal  things  to  be  secured  in  any  build- 
ing are:  separateness  of  classes  for  class  work, 
unity  of  divisions  at  will  for  assembly,  the  fitness 
of  all  rooms  for  educational  purposes. 

III.    The  Practical  Problem 

The  actual  conditions  as  to  building  in  the 
greater  number  of  instances  are  that  the  school 
has  to  make  the  best  it  can  of  the  main  room 
or  auditorium  of  the  church,  and  such  other 
smaller  rooms  as  it  may  have  for  prayer  meetings, 
etc.  Many  churches  have  provided  for  their 
schools  by  fitting  up  the  basements,  so  that  chil- 
dren who  love  the  outdoor  sunshine  can  learn  to 
associate  religion  with  a  musty,  dim,  damp,  and 


90  THE  MODEEN  SUNDAY  SCHOOL 

often  cobwebby  environment.  It  is  taking  the 
church  a  long  time  to  get  over  the  "  ragged  school  " 
conception  of  its  educational  department.  The 
Sunday-school  workers  must  take  what  they  can 
get;  but  let  them  get  all  they  can  and  make  the 
most  and  best  of  it. 

Much  may  be  done  by  wise  consideration  of  the 
space  available,  and  a  careful  distribution  of 
classes.  See  that  all  space  is  used  to  the  best  ad- 
vantage. Eemember  that  all  the  space  is  wasted 
when  classes  are  crowded  close  together.  Where 
many  classes  must  meet  in  one  room,  solid  home- 
made screens,  the  kind  that  will  stay  where  they 
are  placed,  will  help  to  give  separateness.  In  some 
churches  screens  could  easily  be  made  that  would 
fit  on  the  backs  of  the  pews.  Of  course  neither 
the  curtains  already  mentioned  nor  the  screens 
must  be  allowed  to  interfere  with  the  church  wor- 
ship. 

Many  schools  now  struggling  along  in  the  single 
room  of  the  church  would  have  little  difficulty  in 
securing  money  to  erect  a  plain,  well-lighted  addi- 
tion in  which  the  two  lower  divisions  could  meet; 
the  others  could  then  be  cared  for  fairly  well  in 
the  church.  The  community  will  readily  give  to  a 
Sunday-school  building  when  it  is  seen  that  the 
church  is  with  earnestness,  enterprise,  and  ability 
meeting  its  educational  problem. 


EQUIPMENT  91 

lY.    The  Equipment 
The  Ideal 

The  ideal  as  to  equipment  would  be  such  a  con- 
dition of  the  treasury  as  would  permit  the  pur- 
chase of  everything  that  would  really  help  the 
educational  and  religious  ends  of  the  school.  The 
day  is  past  when  it  was  a  matter  of  pride  with  the 
teachers  to  be  able  to  say  that  they  needed  nothing 
but  the  grace  of  God  in  their  hearts  and  Bibles  in 
their  hands.  We  cannot  afford  to  despise  any  ac- 
cessory to  perfect  service.  We  recognise  that  chil- 
dren have  other  organs  besides  those  of  hearing; 
they  have  eyes  and  hands  and  mouths.  They 
learn  much  more  with  their  eyes  or  even  with  their 
hands  than  with  their  ears.  Therefore  the  Sunday 
school  must  seek  entrance  to  their  minds  through 
these  other  senses  or  avenues  of  perception. 

Beginning  with  the  essential  things,  chairs  will 
be  needed.  It  makes  no  small  difference  whether 
they  are  chosen  with  reference  to  the  size  of  the 
pupils  and  to  the  kind  of  work  they  are  to  do  in 
the  classroom.  Then  also,  the  chairs,  together 
with  all  other  articles  of  furniture,  should  be  such 
as  to  train  the  child  in  self-respect  and  in  rever- 
ence for  the  place  of  instruction.  The  uncomfort- 
able chair,  the  broken  table,  the  furniture  that  is 
used  in  the  Sunday  school  because  it  is  of  no  use 
elsewhere,  all  constitute  sins  against  the  child's 


92    THE   MODERN"   SUNDAY   SCHOOL 

character  for  which  some  persons  must  answer. 
Classes  will  be  equipped  according  to  their  grade 
and  work.  The  seating  of  the  secondary  or  inter- 
mediate division  in  small  groups  about  tables  has 
been  found  to  be  very  helpful.  Each  pupil  then 
has  his  own  place  for  books  or  paper,  with  facilities 
for  manual  work  as  writing,  drawing,  modelling, 
etc.  In  any  case  it  is  a  good  thing  to  furnish 
some  grades  with  regular  schoolroom  desks. 

Let  the  walls  of  the  room  be  a  lesson  in  simple 
beauty,  and  in  cleanliness  and  good  cheer;  avoid 
lugubrious  and  hypersanctimonious  texts  printed 
in  lurid  colours;  let  not  the  Word  become  an 
aesthetic  nightmare. 

Pictures  have  a  place  on  the  walls,  and  also  in 
the  work  of  teaching.  Be  sure  they  are  worthy  of 
their  place.  Do  not  buy  them  because  they  are 
cheap;  one  good  carbon  print  of  a  masterpiece  is 
worth  a  whole  wall  plastered  with  chromes.  Re- 
member how  hard  it  has  been  for  you  to  overcome 
impressions  made  by  pictures  crude  or  historically, 
false. 

There  should  be  an  abundance  of  good  maps  and 
charts.  Let  the  wall  maps  be  chosen  for  clearness, 
the  outlines  and  principal  names  so  printed  as  to 
be  easily  seen  by  all,  but  not  crowded  with  names 
for  which  no  one  cares  a  fig.  A  few  good  maps 
will  save  your  school  much  more  than  the  value  of 
many  poor  ones  given  away  as  premiums.     Classes 


MAPS    AND    BLACKBOAEDS  93 

should  also  be  provided  with  individual  hand  maps 
whenever  these  would  help  the  work. 

Blackloards :  Once  you  have  trained  teachers 
to  use  them  they  will  never  want  to  teach  without 
them.  So  valuable  is  the  appeal  to  the  eye  that 
a  small  board  in  the  hands  is  far  better  than  none 
at  all.  But  it  is  best  to  have  them  fixed  in  the 
wall,  made  of  composition,  smooth,  easily  cleaned 
and,  in  particular,  often  cleaned.  Have  tablets 
or  lap-boards  for  the  pupils. 

ManvM  worh  materials:  Although  manual 
work  is  still  in  its  infancy  in  the  Sunday  school, 
many  wise  teachers  are  finding  ways  of  using  the 
child's  hands  and  his  natural  activities  in  his  edu- 
cation in  spiritual  life.  Let  the  school  provide 
such  teachers  with  all  the  materials  they  can  use, 
such  as  sand  tables,  coloured  paper,  pictures  and 
crayons  for  the  little  folks,  clay  and  sand,  blocks, 
drawing  materials,  blank  books  and  outlines,  for 
those  of  the  elementary  division.  A  boy  who  has 
helped  build  an  oriental  house  and  constructed  its 
"roof,"  is  not  likely  to  forget  the  faith  of  those 
who  bore  the  palsied  man.  For  further  treatment 
of  "  Manual  Methods,"  see  Chapter  XII. 

Music:  Ample  provision  should  be  made  here, 
first  in  instruments  to  lead  in  song,  using  not  only 
the  stirring  piano,  but  every  other  accordant  in- 
strument available.  Much  depends  on  well-chosen 
song  books,  but  a  good  deal  more  in  wise  choosing 


94  THE  MODEEN  SUNDAY  SCHOOL 

of  hymns  from  the  books.  Choose  your  hymn  books 
for  the  school,  not  because  you  can  get  three  hun- 
dred trashy  ones  given  you  by  buying  a  dozen 
editions  de  luxe,  nor  because  they  contain  the  songs 
that  are  all  the  rage,  nor  because  they  contain 
those  that  the  old  saints  dearly  love,  but  because 
they  have  in  them  hymns  which  are  fitted  to  ex- 
press the  noblest  aspirations,  and  the  true  worship 
of  the  pupils.  Use  the  time-tested  hymns,  the 
honest,  sensible,  educational,  live  hymns.  See  that 
you  have  enough  books  for  all. 

In  general,  keep  in  mind  the  fact  that  the  work 
of  the  Sunday  school  is  as  much  more  important 
than  that  of  a  purely  secular  institution  as  the 
spiritual  interests  are  above  all  others,  and  that, 
therefore,  the  equipment  should  be  at  least  ade- 
quate to  the  work  to  be  accomplished. 

The  Religious  Education  Association  will  send  a  free 
pamphlet  on  modern  buildings.  See  also  ''The  S.  S. 
Buildiag  and  Its  Equipment,"  hj  H.  F.  Evans.  (Univ. 
of  Chicago  Press,  $.75.) 


X 

PEOGRAM  OF  WOESHIP 

By  program  we  mean  the  schedule  of  the  schooFs 
work  at  each  session.  Some  schools  are  con- 
ducted; others  meander  and  often  get  lost.  The 
former  have  carefully  prepared  and  definite  pro- 
grams; the  latter  do  not.  A  school  on  a  schedule 
means  a  school  that  arrives  somewhere. 

I.   Characteristics  of  a  Good  Program 

1.  It  will  be  Carefully  Planned.  Time  must 
be  spent  on  its  preparation.  The  general  form  will 
be  adopted  by  the  oflBcers  of  the  school;  the  items 
for  each  session  will  be  selected  by  the  oflBcers  who 
will  have  charge  of  the  school  or  division  of  the 
school.  The  superintendent,  therefore,  will  have 
his  hymns,  references  and  all  other  details  chosen 
and  set  down  before  he  comes  into  the  schoolroom. 

2.  Eeverent,  both  as  to  matter  used  and  as  to 
manner  of  using.  The  program  is  no  small  part 
of  the  teaching.  Let  every  hymn,  reading  or  other 
exercise  be  selected  with  reference  to  its  influence 
on  the  pupiFs  life;  let  every  detail  be  carried  out, 
even  to  the  announcements,  in  such  a  way  as  to 
strengthen   feelings   of   worship,   of   honour   for 

95 


96  THE  MODEEN  SUN'DAY  SCHOOL 

things  divine,  and  of  desire  for  nobler  life.  Noth- 
ing counts  for  more  in  the  education  of  a  child 
than  the  extent  to  which  and  the  manner  in  which 
he  expresses  himself  naturally  in  such  collective 
acts  as  singing,  praying  and  reading. 

3.  Varied,  that  is,  not  using  the  same  program 
every  week.  Change  the  order  of  items  in  the 
main  parts  of  the  program  as  well  as  the  items 
themselves.     Keep  out  of  ruts. 

4.  Unitary.  Avoid  scattering.  Make  all  parts 
fit  together.  Do  not  sing  "  Peace,  Perfect  Peace," 
when  the  reading  or  prayer  should  have  aroused 
to  action,  to  warfare  for  the  right. 

5.  Bright.  Avoid  dirges.  You  can  forever  set 
the  mind  against  some  of  the  finest  hymns,  either 
by  singing  them  before  the  child  is  ready  for  them, 
setting  his  expression  ahead  of  his  experience,  or 
by  droning  them  out  to  dreary  music.  The  linked 
sweetness  of  song  is  lost  when  long  drawn  out. 
Arrange  your  program  for  warm  blood,  for  young 
life;  keep  it  wide-awake.  This  does  not  mean 
that  the  school  must  feel  like  a  village  street  on 
the  Fourth  of  July;  alertness,  vigour,  life,  and 
natural  interest  need  never  be  rowdy  or  irreverent. 

6.  Brief.  Limit  each  section  of  the  program 
strictly  to  its  allotment  of  time;  let  no  section  be 
so  long  as  to  weary  any.  The  actual  time  will  de- 
pend on  the  division  for  which  the  program  is 
arranged. 


KINDS    OF    PROGRAMS  97 

7.  Suited  to  Each  Special  Division.  Where 
separate  programs  can  be  used  in  each  division 
those  who  best  understand  the  division  should 
arrange  each  one.  Where  one  program  must  be 
followed  by  all,  the  interests  of  each  must  be  con- 
sidered. Above  all,  avoid  preparing  the  program 
to  suit  your  adult  tastes  and  experiences.  There 
are  certain  hymns,  certain  psalms,  very  precious  to 
you  on  account  of  certain  experiences;  remember 
the  pupils  have  not  had  those  experiences;  it  is  a 
greater  injustice  to  try  to  force  that  experience  on 
them  than  it  would  be  to  make  them  wear  their 
fathers'  clothes.  A  healthy  boy  does  not  "long 
to  rise  in  the  arms  of  faith,''  and  if  he  is  sighing 
for  "  Peace,  Perfect  Peace,"  he  needs  a  doctor. 

II.    Kinds  of  Programs 

There  should  be  a  different  kind  of  program 
for  each  division  of  the  school.  Some  very  small 
schools  may  find  it  necessary  to  have  all  the  classes 
meet  for  the  opening  exercises  in  a  common  as- 
sembly. This  should  be  avoided  wherever  possible. 
At  least  let  the  Primary  meet  altogether  separate 
from  the  rest.  It  will  be  found  a  great  advantage 
to  have  the  fhree  main  divisions  meet  separately, 
each  having  its  own  program  suited  to  its  needs. 

1.  The  Primaey  Program.  Here  there  has 
long  been  a  fuller  recognition  than  elsewhere  of  the 
fact  that  the  program  is  part  of  the  teaching; 


98  THE  MODERN  SUNDAY  SCHOOL 

there  is  often  no  formal  division  into  opening 
exercises  and  class  period;  it  is  all  class,  all  exer- 
cise, all  teaching.  But  the  greatest  care,  sym- 
pathy, and  skill  is  needed  in  mapping  out  the 
work  of  this  division  lest  it  become  no  more  than 
a  constant  effort  to  interest  by  means  of  a  variety 
of  striking  things  without  regard  to  the  kind  of 
interests  that  are  aroused.  There  are  too  many 
Primary  workers  who  think  that  the  only  equip- 
ment they  need  is  a  soft  manner,  a  baby  tone  and 
a  stock  of  infantile  narratives,  mostly  apocryphal. 
Fortunately  there  are  many  others  who  fully  un- 
derstand that  here,  if  anywhere,  the  work  done 
must  be  carefully  based  upon  a  study  of  the  child's 
nature  and  with  his  spiritual  culture  steadily  in 
view.  It  is  folly  to  endeavour  to  put  small  chil- 
dren through  the  paces  of  a  program  prepared  for 
adolescents  or  for  the  old  saints'  Bible  class  over 
in  the  corner.  Let  your  Primary  program  be 
worked  out  by  those  who  will  take  the  nains  to 
study  the  child. 

2.  The  Elementary  Program.  Here  you  are 
leading  boys  and  girls ;  the  program  affords  splen- 
did opportunities  for  their  religious  self-expres- 
sion. Through  it  they  can  be  allowed  to  do  many 
things,  to  cultivate  many  excellent  habits,  to  ex- 
press often  the  best  in  them,  through  the  sense  of 
team-work,  of  being  one  in  an  organisation,  when 
all  these  things  would  lie  dormant  but  for  the 


ELEMENTARY    PROGRAM  99 

mass  effect  of  a  congregation.  The  program^  then, 
should  be  constructed  to  give  expression  to  wor- 
ship, to  aspiration  and  noble  resolution;  it  should 
also  lift  up  its  own  ideals,  just  beyond  the  ex- 
perience of  the  participants,  but  not  beyond  their 
reach.  Above  all,  let  it  be  natural;  let  all  things 
be  expressed  as  far  as  possible  as  they  would 
naturally  express  themselves.  Don't  ask  healthy 
boys  to  sing  "  I  want  to  be  an  angel,"  and  to  be 
sincere  about  it;  they  don't.  Let  the  arrangement 
of  the  details  of  the  program  in  order  and  length 
be  suited  to  the  activity  and  restlessness  of  this 
period.  You  can  make  your  program  over,  but 
you  cannot  do  that  with  the  boys  and  girls. 

If  in  any  place  the  program  will  need  more 
attention  and  skill  than  in  others  it  will  be  in 
the  Elementary/  Division,  and  where  the  rest  of. 
the  school,  except  the  Kindergarten  or  Beginners, 
meets  together  the  program  must  be  built  for  the 
needs  of  the  pupils  in  the  Elementary  Division. 
Here  it  is  often  well  to  open  with  a  brief  prayer, 
sometimes  in  silence,  or  with  a  sentence  repeated 
by  all;  at  other  times  with  a  bright  processional 
song.  Then  responsive  reading,  preferably  not  of 
the  lesson,  but  of  some  short  impressive  Psalm. 
Vary  the  method  of  responding,  but  not  so  as  to 
spoil  the  effect.  Repeat  portions  of  former  readings 
from  memor}'.  Select  your  hymns  with  great 
care;  they  are  mighty  teachers.     Learn  to  know 


100    THE   MODERISr   SUNDAY   SCHOOL 

what  are  the  really  great  hymns,  the  splendid 
heritage  of  onr  faith.  Let  the  school  learn  to  sing 
these  without  books.  The  music  should  always  be 
as  reverent  and  educative  as  the  rest  of  the  pro- 
gram. Keep  the  best  tunes  for  the  best  hymns. 
Kemember  the  law  of  appropriateness.  Don't  be 
deceived  by  the  silly  saying  about  the  devil  having 
all  the  best  tunes;  tunes  appropriate  to  deviltry 
are  not  fitting  to  worship.  The  prayer  should 
aiways  be  brief;  especially  endeavour  to  express 
yourself  naturally,  not  in  a  "holy  tone,"  nor  in 
hackneyed  phrases  long  since  emptied  of  meaning ; 
use  language  at  least  such  as  a  child  could  use. 
You  are  not  praying  for  his  edification;  but  you 
are  praying  with  him. 

As  to  the  Closing  Program:  certainly,  if  the 
divisions  meet  separately  for  class  work  it  is  un- 
wise to  call  them  together  for  this  every  Sunday. 
Make  your  closing  work  brief.  Under  no  circum- 
stances allow  strangers  and  people  who  want  to 
relieve  their  vacuous  minds  to  address  the  school. 
Much  harm  may  be  done  by  numerous  reports  and 
announcements  blurring  the  impression  made  by 
the  lesson.  All  necessary  reports  may  be  placed, 
without  comment  as  a  rule,  on  the  blackboard. 
There  is  no  need  to  transact  school  business  here; 
keep  it  for  the  teachers'  meeting.  Let  the  closing 
worship  be  no  more  than  a  song  of  praise  or 
aspiration   deepening   the   class   impressions   and 


SENIOE  PROGRAM  101 

a  prayer.  Then  see  that  every  class  goes  out  in 
order,  one  at  a  time. 

Under  a  graded  system  the  traditional  general 
"review''  is  impossible.  In  any  case  there  is  grave 
risk  in  allowing  one  person  to  restate  and  review 
the  teaching  of  several. 

Distribute  papers  and  other  printed  matter 
either  by  the  teachers  after  dismissal,  or  by  ushers 
in  the  vestibules;  never  in  the  classes  if  you  have 
any  desire  to  gain  attention  or  preserve  order. 

3.  The  Senior  and  Adult  Programs.  These 
divisions  will  desire  to  give  more  time  to  the  class 
work  and  will  need  a  much  shorter  program  of 
opening  exercises,  and  will  ordinarily  dismiss  di- 
rectly from  their  classes. 

The  following  general  plan  has  many  advan- 
tages: Let  the  Kindergarten  and  the  Primary 
grades  meet  each  in  its  own  room  and  follow  its 
own  program.  Let  all  the  Elementary  and  Sec- 
ondary grades  meet  in  the  church  and  there  follow 
a  program  embracing  the  features  of  both  the 
opening  and  the  closing  exercises,  any  reports  or 
reviews  being  for  the  Sunday  foregoing.  The 
Senior  and  Adult  grades  are  at  liberty  to  attend! 
these  exercises,  but  they  are  under  no  obligation 
to  do  so;  they  may,  if  they  wish,  as  individuals, 
go  directly  to  their  classes  which  assemble  at  the 
time  when  these  exercises  close  and  the  class  work 
begins.    All  grades  dismiss,  on  the  ringing  of  an 


103  THE  MODERN"  SUNDAY  SCHOOL 

electric  bell,  directly  from  their  class  or  grade 
rooms. 

4.  Special  Progeams.  Do  not  allow  the  regular 
work  of  the  school  to  be  interrupted  and  its  sched- 
ule chopped  up  by  the  tendency  to  make  almost 
every  other  Sunday  some  kind  of  a  special  day. 
But  on  rare  occasions  it  is  well  to  prepare  special 
programs  in  order  to  deepen  and  to  tie  up  to  our 
religious  life  the  best  things  in  our  social  and  na- 
tional life.  Then  there  should  be  special  programs 
for  the  anniversary  day  of  the  school,  for  the  day 
when  the  pupils  are  promoted.  It  is  seldom  nec- 
essary for  any  of  these  to  seriously  interfere  with 
the  regular  class  work  of  the  school.  They  must 
not  be  allowed  to  run  over  into  the  lesson  period. 

Some  schools  have  found  it  a  very  good  plan  to 
have  an  entirely  different  program  through  the 
vacation  season.  They  lay  aside  the  regular  course 
of  lessons  in  the  upper  grades  and  gather,  either 
in  one  congregation,  or  in  two  or  three  division 
groups,  to  listen  to  addresses  by  speakers  especially 
qualified  to  talk  on  such  subjects  as  Settlement 
Work,  What  Our  Church  is  Doing  for  the  Indians, 
etc.;  other  programs  take  up  The  Great  Hymn 
Writers,  singing  many  of  their  hymns.  Under 
this  arrangement  the  school  will  either  meet  later 
or  adjourn  earlier  than  during  the  rest  of  the 
year. 


MAKING    THE    PEOGRAM  103 

III.    The  Preparation  of  the  Program 

First  see  that  it  is  the  result  of  preparation, 
and  not  of  accident.  Few  things  need  more  at- 
tention and  few  will  give  better  returns.  The 
superintendent  may  well  make  this  his  constant 
study;  it  is  his  principal  duty.  Let  him  learn 
what  others  are  doing.  Let  him  secure  the  ser- 
vices of  competent  committees  to  prepare  the  pro- 
grams of  worship  for  each  division.  These  com- 
mittees should  make  up  a  large  number  of  such 
programs,  leaving  the  hymn  numbers  and  Scrip- 
ture passages  blank;  the  superintendents  would 
then  select  from  these  the  one  they  wished  to  use, 
selecting  different  ones  from  Sunday  to  Sunday. 

The  Director  of  Worship,  sometimes  called  the 
Chorister.  There  are  many  advantages  in  com- 
mitting the  planning  of  programs  and  the  leader- 
ship in  worship  to  a  person  of  special  abilities  in 
this  field.  He  may  be  chairman  of  a  committee  on 
programs  of  worship  and  should  personally  train 
those  who  will  directly  lead  the  various  programs. 
A  valuable  educational  ministry  may  be  developed 
if  he  will  train  groups  of  children  in  religious 
music  and  in  choir  work. 

Keep  your  program  out  of  the  ruts;  never  rest 
satisfied  with  it.  Keep  it  strictly  to  the  great 
educational  aims  of  the  school. 

In   the  average  school  fully  as  much  time  is 


104  THE  MODERN  SUNDAY  SCHOOL 

occupied  with  what  are  called  the  opening  and 
closing  exercises  as  with  the  lesson.  The  truth 
is,  these  exercises  constitute  often  a  greater  lesson 
of  deeper  and  more  lasting  power  than  the  formal 
lesson  itself.  They  should  be  arranged  and  de- 
signed with  a  view  to  their  educational  effect.  No 
matter  how  reverent,  how  wisely  and  helpfully 
spiritual,  nor  how  instructive  your  lesson  may  be 
in  the  class  period,  it  is  easy  to  undo  all  the  good 
it  may  have  done  in  a  few  minutes'  careless,  ir- 
reverent, undignified  reading,  singing,  or  praying. 
The  reason  is  not  far  to  seek;  in  the  class  the 
pupil  is  often  no  more  than  a  listener;  in  the 
**  exercises "  he  is  a  participant,  nearly  all  his 
senses  are  brought  into  activity,  and  the  impres- 
sion is  thus  the  stronger  and  more  enduring. 

The  so-called  "exercises''  have  a  two-fold  pur- 
pose :  education  by  worship,  and  training  in  social 
worship.  Nothing  has  a  place  here  which  does  not 
serve  these  aims. 

An  adequate  treatment  of  Worship  in  the  school  is 
impossible  in  a  book  on  administration.  Every  student 
should  read  ''Worship  in  the  Sunday  School"  by  H. 
Hartshorn.     (Teachers*  College  Press,  N.  Y,,  $1.25.) 


XI 

CLASS  WOEK 

This  is  a  study  of  the  management  of  the  class 
and  the  conduct  of  the  school  during  the  lesson 
period;  it  is  concerned  only  with  administration 
and  not  at  all  with  the  teaching,  the  latter  coming 
properly  in  a  course  of  study  on  Sunday-school 
pedagogy. 

Since  teaching  is  the  great  function  of  the 
school  the  class  is  the  sphere  of  its  greatest  work. 
By  its  effectiveness  the  whole  school  is  to  be 
measured,  and  to  its  service  all  other  activities 
must  bend.  There  is  a  tendency  to  forget  this, 
to  crowd  the  time  with  concerts  and  performances 
and  speeches,  and  to  make  the  school  a  weekly 
entertainment  in  which  the  lesson  is  pushed  into 
a  corner,  or  occupies  a  place  only  by  sufferance. 
Let  the  lesson  have  the  largest  place  in  time,  at- 
tention, interest,  and  effort. 

I,    Requirements  of  Effective  Class  Worh 

1.  A  Teacher  Qualified.  The  first  necessary 
qualification  is  moral  character.  This  teaches  most 
of  all,  and  without  it  all  other  teaching  is  in- 
effective. Then  the  teacher  should  have  Christian 
experience.    You  cannot  lead  in  a  road  you  have 

105 


106  THE  MODERN  SUNDAY  SCHOOL 

never  travelled.  To-day  every  teacher  may  be  also 
qualified  with  professional  training,  may  be  a 
graduate  of  a  teacher-training  course,  at  least  in 
the  art  of  teaching  and  in  the  material  to  be 
taught.  The  teacher  must  know  at  least  three 
things,  the  one  to  be  taught  (this  is  of  first  im- 
portance), the  things  to  be  taught,  and  the  method 
of  teaching  them. 

2.  A  Teacher  Prepared.  This  is  specific  prep- 
aration for  the  particular  lesson,  but  it  must  involve 
the  ample  preparation  of  a  great  deal  more  than 
you  expect  to  teach  in  that  lesson;  there  must  be 
a  wide  margin  of  safety  in  the  material  you  have 
in  hand.  Learn  how  to  prepare.  The  school 
ought  to  afford  its  teachers  every  facility  for  les- 
son preparation;  it  should  provide  a  good  library 
of  reference,  so  placed  that  teachers  may  consult 
it  at  least  on  several  evenings  in  the  week. 

The  teacher  owes  more,  however,  than  the  tech- 
nical or  spiritual  preparation  of  the  lesson  ma- 
terial; there  is  an  essential  personal  preparation. 
Many  of  the  problems  of  failures  in  Sunday  teach- 
ing would  be  understood  if  we  examined  the  Sat- 
urday night.  Let  the  teacher  come  physically 
refreshed  and  ready,  in  good  spirits. 

3.  Scholars  Prepared.  Constant,  carefully 
planned  effort  will  secure  the  study  of  the  lesson 
at  home  by  the  scholar.  Use  printed  slips  con- 
taining questions  on  next  Sunday's  lesson^  assign 


HOME    STUDY  107 

definite  work,  suggest  interesting  points  to  be 
looked  up.  Be  sure  to  ask  for  the  work  you  assign. 
Enlist  the  co-operation  of  the  parents;  send  to 
them  the  work  you  wish  to  have  done  at  home. 
Go  to  the  home  and  show  the  pupil  how  to  study. 
Test  the  scholar^s  preparation  in  the  class  so  that 
he  will  expect  that  you  will  expect  him  to  be  pre- 
pared. 

A  HOME  STUDY  CARD 


To  THE  Parekt  (or  Guardian)  of 
Scholar 


Will  you  not  aid  in  the  work  of  the  School  by 
seeing  that  your  child  reads  the  following  passages 
in  the  Bible  for  next  Sunday's  lesson  ? 


Signed- 


Parent  signs  here  wheu  passages  have  been  read 


These  cards,  given  out  on  one  Sunday,  with  the 
references  for  that  following  written  in,  should 
be  taken  up  on  the  next  Sunday. 

4.  A  Place  Prepared.  The  advantage  of  a 
classroom  is  conceded  by  all.  It  is  an  advantage  that 
is  multiplied  manifold  if  the  teacher  will  see  that 
the  room  is  prepared  for  the  class.  See  that  it  is 
clean,  orderly,  ventilated;,  with  books  and   class 


108  THE  MODEEN  SUNDAY  SCHOOL 

materials  in  place,  with  blackboard  ready  for 
business.  Endeavour  to  have  the  room  properly 
equipped  with  all  things  that  will  really  help  your 
work.  Let  scholars  co-operate  in  this;  they  will 
be  especially  interested  in  collecting  objects  for 
an  oriental  museum.  Even  if  you  cannot  have  a 
separate  classroom  come  early  enough  to  see  that 
your  section  of  chairs  or  pews  is  ready  for  the 
class. 

5.  A  Place  Protected.  It  is  the  business  of 
every  officer  in  the  school  to  co-operate  with  the 
teachers  in  the  lesson  period  by  staying  away  from 
the  class,  and  by  protecting  it  from  distractions 
and  interruptions.  Even  a  room  is  of  little  ad- 
vantage if  the  door  is  to  be  opened  every  few 
minutes.  The  secretary  has  many  things  to 
answer  for  here;  it  is  quite  unnecessary  to  stand 
before  a  class  and  count  noses,  or  even  to  appear 
at  all  during  the  lesson  period.  By  using  the  en- 
velope shown  in  Chapter  XVI  the  teacher  may 
have  all  the  work  of  class-marking,  and  the  col- 
lection of  Home  Study  papers,  accomplished  in 
less  than  a  minute.  The  envelopes  and  papers 
can  be  placed  in  the  box  belonging  to  that  class 
and  set  down  outside  the  classroom,  or  in  any 
place  accessible  to  the  secretary.  Do  not  allow 
anyone  to  interrupt  your  teachers.  The  superin- 
tendents should  visit,  but  never  interrupt. 

6.  A  Period  Rightly  Used.  Let  the  teacher  re- 


EFFECTIVE    CLASS    WORK         109 

member  that  the  whole  organisation  of  the  school, 
with  all  the  work  involved,  has  been  for  the  lesson 
period.  It  is  therefore  a  crime  against  the  scholar, 
against  those  who  conduct  the  school,  against  the 
Master  to  waste  that  time  either  in  gossip,  trivial- 
ities, mere  visiting,  or  in  inejffectual,  haphazard, 
half-hearted  playing  at  teaching. 

11.  Aids  to  Effective  Class  Worlc 

(1)  Class  Organisation,  with  officers,  name 
and  badge.  This  is  valuable  for  the  Elementary 
grades. 

(2)  Class  Meetings,  interests,  sports,  studies, 
activities,  excursions  during  the  week. 

(3)  Occupation  or  Manual  Work  by  pupils, 
at  benches  or  tables.  Sand-maps,  clay-modelling, 
writing,  drawing,  cutting,  pasting  pictures,  mak- 
ing scrap-books  on  Bible  stories,  constructing 
chronological  Life  of  Christ  in  blank  books.  All 
especially  valuable,  because  based  on  great  psycho- 
logical principles,  for  the  Elenientary  grades. 
(See  Chapter  XII.) 

"(4)  Eegular  Eecognition  in  the  school  records 
of  effective  work  by  the  scholar.  Unless  it  makes 
a  difference  whether  one  does  the  work  or  not, 
it  will  not  be  long  that  anyone  does  the  work.  If 
the  school  does  not  care  enough  to  give  credit 
and  to  record  that  credit,  the  scholar  will  not  care 
enough  to  do  the  work.    A  good  plan  is  to  work 


110  THE  MODERN  SUNDAY  SCHOOL 

out   a   percentage  basis   of   marks    for   required 
work. 

(5)  Supervision  AND  Suggestion.  The  Direc- 
tor or  some  other  competent  educator  should  hear 
each  teacher  present  at  least  one  lesson  in  class 
every  year;  he  should  afterwards  privately  show 
in  detail  how  the  presentation  might  have  been 
improved,  make  suggestions  on  all  teacher's  method 
and  advise  as  to  the  teacher's  reading  and  prepara- 
tion. He  must  make  the  teacher  feel  the  kindly 
helpful  character  of  this  criticism. 

(6)  Proper  Examinations  will  be  found  an 
effective  aid  to  class  work.  Certain  reasons  may 
be  given  in  answer  to  the  frequent  question,  Why 
have  Examinations  in  the  Sunday  school?  They 
give  definiteness,  intent,  to  the  teaching  work; 
they  promote  diligence  on  the  part  of  the  pupil; 
they  serve  to  review  the  work  accomplished,  to 
strengthen  weak  points  and  to  emphasise  the  im- 
portant ones;  they  enlist  the  pupil's  activities; 
they  test  the  teacher's  work;  the  results  give  clues 
as  to  the  character  of  the  work  that  must  follow. 

Many  objections  are  urged  against  examina- 
tions :  It  is  said  that  pupils  do  not  like  them ;  they 
make  the  work  more  difficult,  etc.  The  truth  is 
the  pupils  do  not  fear  work,  but  they  do  despise 
the  slipshod  methods  and  the  school  that  is  always 
pandering  to  their  whims.  Make  the  school  more 
valuable  to  them  and  you  will  have  no  need  to 


EXAMINATIONS  111 

fear  losing  them.  It  is  said  that  the  examination 
sets  Tip  intellectual  tests  in  spiritual  things.  But 
faith  is  founded  on  facts;  truth  is  intellectually 
apprehended.  You  cannot  disassociate  the  life 
from  the  things  learned.  Examinations  are  tests 
of  knowledge  and  not  of  character.  It  is  feared 
that  examinations  will  create  rivalries  and  feel- 
ings of  envy  if  the  standings  are  announced.  Why 
should  they  do  so  here  any  more  than  in  the  public 
school?  They  will  not  if  conducted  with  absolute 
impartiality  and  fairness. 

Emphasis  on  intellectual  tests  must  not  hide 
the  greater  tests  of  teaching  ability:  the  pupils' 
recognition  of  and  development  in  the  religious 
life.    Every  teacher  must  test  himself  by  this. 

Suggestions  a^  to  Examinations:  (1)  Make 
them  real  testings  of  knowledge,  but  do  not  set 
up  top-lofty  academic  standards;  remember  how 
small  is  the  total  of  time  given  to  the  lessons. 
(2)  Have  them  quarterly,  oral  for  the  lower,  and 
written  for  the  Secondary  grades.  (3)  Let  all  the 
work  of  the  quarter,  attendance,  study,  deport- 
ment, etc.,  count  toward  final  standing.  (4)  Do 
not  promote  pupils  on  their  examination  stand- 
ings, but  on  their  public  school  grades,  or  their  age 
(see  Chapter  VII).  (5)  Whatever  you  do,  be  al- 
ways absolutely  square  and  honest  to  the  least  item 
in  the  questions  and  in  the  markings. 


XII 

MANUAL  METHODS 

While  it  is  not  possible  in  treating  ol  tlie  man- 
agement of  the  Sunday  school  to  deal  fully  with 
the  whole  question  of  method  in  teaching,  there  are 
certain  points  at  which  method  will  depend  on 
management,  on  the  material  provision  made  for 
the  teacher's  equipment.  This  is  particularly  true 
in  regard  to  the  adoption  of  what  are  known  as 
Manual  Methods  in  the  Sunday  school.  The  wise 
teacher,  recognising  their  pedagogical  value  and 
necessity,  will  desire  to  use  them ;  but  it  will  also 
be  necessary  for  the  school  as  an  institution  to 
make  provision  for  their  use. 

1.  What  is  meant  ty  "Manual  Methods." 

It  ought  to  be  understood  that  manual  methods 
are  no  new,  passing  fad  in  the  Sunday  school; 
that  they  are  familiar  and  regarded  as  fundamental 
in  regular  educational  work.  Eeduced  to  the  sim- 
plest terms  manual  method  means  the  enlistment 
of  the  pupil's  self-activities  by  the  use  of  his 
hands  in  the  work  of  the  class.  It  is  the  applica- 
tion to  the  Sunday  school  of  the  methods  so  suc- 
cessfully used  by  the  public  school  in  the  teaching 
of  history,  geography,  mathematics,  and  literature, 

11^ 


MANUAL    METHODS  113 

such  as  reproducing  the  object  mentioned,  con- 
structing models,  moulding  or  drawing  maps, 
making  books  which  retell  the  story  told  and,  in 
general,  handling  the  materials  themselves,  or 
symbols  of  the  materials  which  are  the  objects  of 
the  class  work. 

JSTo  one  who  has  seen  a  class  of  boys  or  of  girls, 
of  the  most  restless,  and,  according  to  popular 
opinion,  the  most  mischievous  age,  standing  or 
seated  about  a  table,  wholly  engrossed  in  building 
a  model  of  the  temple,  moulding  a  relief  map  of 
Jerusalem,  or  tracing  the  details  of  some  story 
of  the  Bible,  or  who  has  seen  their  evident  pleasure 
and  pride  as  they  bring  to  the  school  some  work 
done  at  home,  such  as  reproductions  of  oriental 
garments,  tents,  weapons,  etc.,  can  doubt  that  here 
is  a  way  of  interesting  them  in  that  which  other- 
wise has  often  been  dull  and  forbidding. 

Manual  methods  must  not  be  confused,  however, 
with  the  plans  of  class  exercises  and  entertain- 
ments which  have  the  sole  purpose  of  amusing  the 
pupils,  or  restraining  them  from  misconduct ;  they 
must  not  be  adopted  by  the  school  and  the  teacher 
simply  because  they  have  the  effect  of  "keeping 
the  children  still."  The  motive  for  their  adoption 
must  be  their  value  in  fulfilling  the  educational 
purposes  of  the  school,  the  religious  education  of 
the  pupils;  that  is  their  real  spiritual  value;  and 
the  only  reason  for  considering  these  methods  here 


114  THE  MODEEN  SUNDAY  SCHOOL 

is  that,  though  they  are  comparatively  new  to  the 
Sunday  school,  they  are  of  first-rate  importance 
and  value  to  its  work. 

In  practice  manual  methods  may  be  classified 
as  follows: 

1.  Outline  worTc,  including  drawings  of  objects 
(may  be  very  crude  and  conventionalised  in  lower 
grades),  diagrams,  illustrations  of  persons,  places, 
events,  reproductions  of  texts  and  passages  in 
colour. 

2.  Object  work,  including  models,  as  of  houses, 
tents,  carts,  furniture,  tools,  weapons,  facsim- 
iles of  clothing,  etc.,  figures  representing  char- 
acters and  scenes;  may  be  of  paper,  wood,  pulp, 
fibre,  clay. 

3.  Map  worTc,  outline  drawings,  moulding  re- 
liefs in  clay,  pulp,  etc.,  building  sectional  or  chron- 
ological maps  along  with  development  of  the 
lesson  story,  colour  work  on  map  outlines,  travel 
maps.  Room  for  infinite  variety  here;  one  rough, 
hand-made  map  is  worth  a  dozen  finely  finished 
printed  ones. 

4.  Booh  worTc,  including  note  books,  written  up 
on  each  lesson,  illustrated  with  drawings  by  pupils, 
or  with  pictures  pasted  in,  with  water-colour  or 
crayon  work,  or  with  diagrams;  history  retold 
by  pupils;  narratives  reproduced;  harmonies  of 
life  of  Christ,  Paul,  etc.,  constructed  by  pasting 
in  portions  of  the  Gospels,  or  Acts,  and  Epistles, 


WHY   MANUAL   METHODS?        115 

in  chronological  order  and  with  explanatory  notes ; 
pupils  reproducing  all  class  work;  essays;  travel 
books  following  footsteps  of  Paul  or  of  Jesus; 
scrap  books  of  masterpieces  of  Bible  literature, 
classified  under  Poetry,  Oratory,  etc. 

5.  Museum  work.  The  collection  and  the  manu- 
facture of  articles,  such  as  coins,  parchment  scrolls, 
garments,  weapons,  relics,  pictures,  stones,  photo- 
graphs, natural  products,  industrial  objects  of 
Bible  times,  to  be  installed  in  a  permanent  exhibit 
belonging  to  the  grade  or  to  the  school.  Especially 
helpful  will  be  a  collection  of  stereographs,  to  be 
used  with  stereoscope  in  geography  or  history 
work. 

II.  Reasons  for  Manual  Methods. 

Manual  methods  are  the  simple  working  out  of 
sound  educational  principles.  Not  what  the  child 
takes  in,  but  what  he  gives  out  determines  char- 
acter. Froebel  insisted  that  the  child  should  do 
things  for  himself,  should  learn  by  doing,  should 
give  expression  to  his  own  self  through  his  natural 
activities.  "  To  learn  a  thing  in  life  and  through 
doing  is  much  more  developing,  cultivating,  and 
strengthening  than  to  learn  it  merely  through 
verbal  communication  of  ideas.'^  This  is  the  man- 
ner in  which  the  pupil  develops  his  own  powers 
while  appropriating  to  himself  all  his  heritage  of 
the  world  of  knowledge.  Froebel  also  insisted 
that  in  this  activity  every  power  of  the  life  should 


116    THE   MODERN"   SUNDAY   SCHOOL 

have  its  part,  not  only  the  purely  intellectual,  but 
the  whole  and  united  self  of  feeling,  intellect,  and 
will.  This  is  the  principle  used  by  the  public 
school.  Talk  with  the  child  when  he  comes  from 
school  and  you  will  find  his  glowing  enthusiasm 
concerns  itself,  not  with  what  he  has  heard  or 
been  told  in  the  schoolroom,  but  with  what  he 
has  done  at  his  desk,  at  the  board,  in  the  shop,  or 
workroom.  No  longer  does  the  teacher  lecture  or 
drill  on  names  and  numbers  and  dates;  no  longer 
is  the  pupil  regarded  as  plastic  clay  to  receive  im- 
prints; he  is  living,  a  worker  and  creator  to  form 
himself,  by  his  own  powers,  the  conception  in  the 
teacher's  mind. 

III.  Why  in  the  Sunday  school. 

The  reasons  for  manual  methods  in  the  Sunday 
school  may  be  briefly  stated  thus :  it  is  the  natural 
way  of  education  through  self-activity;  it  involves 
self-expression  upon  which  the  value  of  all  im- 
pression depends;  it  enlists  a  larger  proportion  of 
the  child's  whole  life;  it  follows  the  laws  of  his 
developing  nature,  his  desire  to  do,  to  create; 
it  accords  with  the  play  spirit  which  is  really 
only  the  creation  spirit;  it  secures  co-operation 
through  the  whole  class,  teaching  pupils  to  work 
with  others,  developing  the  social  spirit;  it  never 
fails  to  secure  interest,  the  basis  of  attention;  it 
removes  religion  from  the  realm  of  the  abstract 
and  unreal  to  the  practical,  concrete  and  close-at- 


ADVANTAGES  OF  MANUAL  WORK  117 

hand;  it  co-ordinates  the  work  of  the  Sunday 
school  with  that  of  the  day  school,  tending  to 
make  the  pupiFs  education  unitary. 

The  simple  advantageous  result  which  will  first 
appear  from,  using  this  method  will  be  that  the 
problem  of  the  restless,  motor  pupil  is  solved ;  you 
have  enlisted  and  are  directing  his  activities.  This 
advantage,  at  first  appearing  only  superficial, 
though  recognised  as  welcome,  is  really  of  greater 
value  than  we  realise,  for  it  means  not  only  quiet 
and  order,  and  therefore  better  class  work  and 
better  work  all  through  the  school,  but  it  also 
means  that  you  have  found  the  law  of  that  boy's 
life.  It  is  certain  you  can  never  come  near 
enough  to  him  to  teach  him  until  you  do  know 
and  obey  the  laws  of  his  life,  until  you  find  the 
plane  of  his  interests  and  the  pulse  of  his  activities 
and  begin  to  move  with  them. 
IV.   Objections  Considered. 

But  there  are  serious  difficulties  in  the  adoption 
of  manual  methods.  We  meet,  first,  with  popular 
prejudice  against  what  seems  to  be  so  radical  a 
change.  Often  the  opposition  is  due  to  the  folly 
of  those  who  seek  to  introduce  the  methods;  they 
would  use  them  to  the  exclusion  of  all  other  school 
activities,  or  they  would  impose  the  method  whole- 
sale on  the  school,  compelling  its  adoption  in  every 
grade,  regardless  of  the  fitness  of  teachers  for  this 
work.    No  improvement  can  be  secured  very  much 


118  THE  MODERN  SUNDAY  SCHOOL 

in  advance  of  intelligence.  Be  sure  that  at  least 
the  school  officers  and  the  teachers  understand  the 
principles  upon  which  these  methods  are  based. 
Introduce  them  gradually;  good  methods,  like  all 
other  truly  educational  processes,  must  grow.  First 
allow  some  teacher,  or  teachers,  who  really  under- 
stand both  the  philosophy  and  the  practice  to  try 
the  methods  in  classes.  Then  let  these  train  others. 
Let  the  use  of  these  methods,  in  so  far  as  they 
constitute  a  change,  justify  themselves  completely 
step  by  step  in  their  introduction  and  use. 

Another  apparent  difficulty  in  the  use  of  manual 
methods  is  that  the  school  has,  as  a  rule,  so  little 
time  at  its  disposal  for  the  lesson.  The  teacher 
asks,  "  Can  I  do  more  than  get  the  class  started  and 
the  material  prepared  in  the  space  of  twenty  min- 
utes ?  "  It  will  be  a  fortunate  thing  if  the  use  of 
these  methods  makes  class  work  so  interesting  as 
to  necessitate  the  extension  of  the  time  for  the 
lesson.  That  this  is  one  of  the  effects  is  the  com- 
mon observation  wherever  they  are  tried.  In  many 
instances  pupils  voluntarily  stay  after  school  to 
finish  some  piece  of  work.  Then  the  teacher  must 
be  willing  to  come  before  the  school  hour  to  pre- 
pare the  materials  and  to  lay  out  the  work;  she 
will  find  plenty  of  willing  assistants  among  the 
pupils.  The  question  of  time  will  be  answered 
from  the  experience  of  the  teacher  by  saying  that 
the  usual  lesson  time  is  all  too  long  for  the  dull 


DIFFICULTIES    IN    MANUAL   WOEK  119 

routine  that  often  passes  for  teaching;  necessity 
will  compel  the  use  of  more  time — which  will 
seem  like  much  less — when  real  teaching  is  being 
done.  The  truth  is  that  manual  methods  which 
seem  to  consume  more  time  really  save  much  time ; 
the  pupil  here  learns  more,  gains  more  because  he 
is  giving  more  of  himself  to  the  work  in  hand. 
Then  the  teacher  will  find  that  the  pupils  are 
anxious  to  take  this  kind  of  work  home;  the  les- 
son period  naturally  extends  itself  through  the 
week. 

But,  one  asks,  ^^  Will  not  this  work  crowd  out 
the  spiritual  application  of  the  lesson  ? ''  If  the 
teacher  is  filled  with  the  sense  that  the  house  that 
is  being  built,  or  the  map  being  made,  is  but  the 
vehicle  for  the  story  of  the  Master  who  healed 
there  or  walked  here,  the  spiritual  application  will 
take  care  of  itself.  Pupils  learn  things  spiritual, 
not  through  their  ears,  but  through  their  expe- 
riences. To  build  a  house  for  Jesus  is  a  long 
step  toward  living  with  Him.  Deepest  things  spir- 
itual come  out  through  service.  The  spiritual 
significances  must  permeate  every  act ;  they  are  lost 
if  we  try  to  tack  them  on  as  something  separate. 
It  is  well,  also,  to  remember  the  moral  and  spir- 
itual power  of  environment,  to  avoid  that  untidi- 
ness, through  paste  or  chips,  which  is  real  irrev- 
erence. 

"  But  what  of  the  cost  of  the  material  for  man- 


120  THE  MODERN  SUNDAY  SCHOOL 

ual  methods  ?  ^'  asks  the  prudent  officer.  The  cost 
must  not  be  large,  but  it  ought  to  be  sufficient  in 
view  of  the  work  to  be  accomplished.  Beware  of 
laying  in  a  large  stock  of  costly  material.  To  do  so 
is  to  defeat  the  end  in  view.  Especially  avoid  the 
purchase  of  elaborate  models  and  building  mate- 
rials; pupils  learn  only  with  those  things  that  re- 
quire labour  and  thought  for  their  adaptation  and 
construction.  The  school  should  provide  sand,  clay, 
note  books,  paste,  a  few  pairs  of  shears,  some 
coloured  paper,  string,  etc.  The  paper  pulp,  and 
also  the  trays,  stands,  and  boxes  may  be  made  by 
the  boys  themselves,  and  the  girls,  too,  either  at 
home  or  in  the  church  workroom;  the  work  will 
serve  to  tie  them  to  the  school. 

"  But  the  greatest  difficulty  of  all,  apparently,  is 
that  of  finding  those  who  are  qualified  to  use  these 
methods.^'  Herein  is  a  common  error.  Do  not 
think  you  must  have  trained  manual  experts.  For 
one  thing,  the,  school  is  not  attempting  to  produce 
finished  works  of  art  for  exhibition  purposes.  Be- 
sides this,  the  teacher  does  not  have  to  spend  time 
in  instructing  the  pupils  in  the  technique  of  the 
materials  handled ;  they  acquire  that  in  the  public 
schools.  Let  the  teacher  get  a  working  under- 
standing of  the  principles  involved;  let  her  realise 
this  is  not  for  play  or  amusement,  or  some  new 
fad ;  the  rest  will  be  easy.  Teacher  and  pupil  will 
be  learning  together,  and  all  can  do  this  work 


NECESSITY    OF    MANUAL   WOEK     121 

because  its  very  purpose  necessitates  its  being 
within  the  reach  of  the  child,  and  therefore  of  the 
adult.  But  the  training  in  the  principles  involved 
should  be  part  of  the  regular  work  of  the  school; 
the  use  of  these  methods  and  their  underlying 
philosophy  will  be  part  of  the  required  work  in 
the  teacher-training  course  of  every  fully  equipped 
school. 

The  question  to  be  considered  before  adopting 
manual  methods  is,  Will  this  serve  the  purpose  of 
the  school?  No  intelligent  student  of  the  educa- 
tional process  can  give  any  other  than  an  affirma- 
tive answer,  and  there  will  be  no  question  but  that 
this  is  one  of  nature's  methods,  one  of  the  most 
effective  and  economical  and  that,  therefore,  the 
Sunday  school  must  adopt  it.  Then  follows  the 
duty  of  informing  ourselves  as  to  what  are  the 
great  principles  governing  this  method,  what  are 
the  means  of  its  introduction  and  maintenance, 
and  its  proper  place  in  the  whole  work  of  the 
school.  It  is  a  question  that  goes  beyond  the 
individual  teacher;  its  use  must  be  intelligently 
co-ordinated  through  the  whole  school,  and  the 
superintendent  and  officers  must  take  time  to  grasp 
its  principles  and  to  come  into  full  sympathy  with 
its  purposes. 

The  time  will  come  when  the  school  will  make 
a  larger  use  of  the  child's  play  activities ;  when  we, 
having  stopped  our  work  long  enough  to  under- 


122  THE  MODERN"  SUNDAY  SCHOOL 

stand  theirs,  will  cease  to  try  to  make  them  fit 
their  muscles  and  minds  to  our  ways,  and  will 
learn  that  if  we  are  to  teach  them,  if  we  would 
be  truly  pedagogs,  we  must  walk  in  their  ways. 
Then  the  school  will,  for  one  thing,  use  the  pupil's 
dramatic  instinct.  We  will  be  able,  with  all  rev- 
erence and  with  large  educational  advantages,  to 
re-live  the  scenes  and  acts  of  sacred  story.  Note 
how  serious  is  the  child's  part  in  the  drama  he 
plays  when  he  thinks  himself  unobserved;  how 
quickly  he  invests  himself  with  the  best  charac- 
teristics of  his  character;  he  cannot  play  that  he 
is  a  great  man  without  acquiring  something  of 
greatness.  Wise  teachers  will  yet  find  the  way  to 
apply  the  wonderful  powers  for  good  that  lie  in 
the  child's  play  to  the  educational  purposes  of  the 
Sunday  school. 

V.  The  Wider  Application  of  the  Manual  MetJiod. 
Remembering  the  principles  underlying  the  use 
of  manual  method  and  having  in  mind  the  purpose 
of  the  school,  to  develop  Christian  character  and 
to  train  to  Christian  service,  it  will  be  evident  that 
the  method  has  a  wider  application  than  that  of 
constructing  maps  and  other  material  in  the  class. 
If  the  pupils  are  to  be  trained  for  Christian  serv- 
ice they  must  early  begin  to  do  that  service.  The 
practice  or  laboratory  method  must  be  used,  as 
far  as  possible,  in  the  school.  The  pupils  must 
be  given  ample  opportunity  to  give  expression  to 


TKAINING    FOR    SERVICE  123 

that  which  they  learn.  This  will  be  found,  first, 
in  the  work  of  the  school  itself.  The  service  a 
pupil  renders  by  way  of  work  as  usher,  assistant 
secretary,  sick  visitor,  monitor,  page,  musician  in 
the  orchestra,  while  worth  much  to  the  school 
means  even  more  to  him.  It  is  the  most  valuable 
part  of  his  religious  education.  Then  the  service 
must  go  outside  the  school;  the  Young  People's 
Society  affords  opportunity  for  much  useful  work; 
its  activities  should  be  correlated  to  the  Sunday 
school,  so  that  it  becomes  a  part  of  the  practice 
work  of  the  school.  The  various  meetings  and 
organisations  of  the  church  all  may  be  brought 
into  this  relation,  so  that  the  Sunday-school  pupil 
becomes  the  trained  servant  of  the  church,  and  the 
school  is  not  a  separate  thing,  but  a  part  of  the 
whole  church,  carrying  on  its  educational  work 
through  all  its  agencies.  We  will  no  longer  hear 
the  complaint  that  there  is  a  lack  of  men  seeking 
the  ministry  if  the  pupils  begin  their  ministry 
with  their  studies  and  develop  it  naturally  with 
their  developing  lives;  this  also  will  be  true  in 
regard  to  all  the  offices  of  the  church.  The  pupils 
must  learn  by  doing,  entering  into  knowledge  by 
the  door  the  Master  pointed  out,  "If  any  man 
willeth  to  do  His  will  he  shall  know  of  the  doc- 
trine.^' 


XIII 

THE  CURRICULUM  OF  THE  SCHOOL 

Even  a  superficial  acquaintance  with  the  problems 
of  the  curricula  of  the  Sunday  school  will  suggest 
that  the  subject  is  altogether  too  large  for  adequate 
treatment  in  one  chapter.  But  there  are  certain 
relations  which  it  holds  to  the  questions  of  Sunday- 
school  administration  which  must  be  briefly  con- 
sidered, and,  since  the  matter  of  curriculum  is 
one  of  the  most  influential  determining  factors 
in  school  management,  it  is  worth  while  to  review 
the  principles  underlying  the  proper  curriculum. 
For  it  makes  all  the  difference  whetlier  the  school 
be  organised  and  conducted  with  certain  definite 
purposes  in  relation  to  carefully  constructed 
courses  of  study  in  mind,  or  whether  it  be  allowed 
to  drift  into  loose  groupings  of  teaching  agencies 
about  incoherent  collections  of  lessons.  The  of- 
ficers of  the  school  are  responsible  for  making  the 
curriculum  the  best  possible  and  for  properly  pro- 
viding for  its  institution  and  conduct;  they  there- 
fore do  well  to  understand  its  principles. 

Some  Characteristics  of  the  Curriculum;    cer- 
tain features  which  will  be  found  in  the  course 

124 


BASIS    OF    CUEKICULUM  125 

of  study  where  the  school  is  regarded  as  an  educa- 
tional institution. 

1.  The  Course  Will  be  Genetic.  That  is  to 
say,  it  will  be  built  upon  the  life  processes  and 
progress  of  the  learner.  It  will  be  chosen  with  the 
needs  peculiar  to  his  particular  stage  of  develop- 
ment in  mind.  It  will  be  adapted  to  the  child,  as 
well  adapted  to  him  at  seven  or  at  ten,  as  at  twenty, 
or  at  forty,  when  he  shall  be  a  man.  This  will 
mean  that  the  subjects  and  material  for  study  will 
be  arranged  into  the  same  grades  as  are  found  in 
the  school  itself,  each  grade  having  provided  for 
it  the  materials  suited  to  its  age  and  development. 
No  one  who  knows  the  Bible  and  who  knows  the 
boy  can  possibly  believe  that  the  material  suited 
to  the  class  of  mature  saints  over  in  the  "  heavenly 
rest "  corner  is  equally  well  suited  to  the  little  lads 
or  the  growing  youths  still  in  the  blessed  period 
of  earthly  unrest. 

The  course  will  especially  have  in  mind  and  be 
prepared  for  the  epochal  periods  in  the  developing 
life.  It  is  impossible  to  do  more  here  than  call 
attention  to  the  importance  of  the  period  of  ado- 
lescence, with  its  deep-reaching,  physical  and 
psychical  changes,  with  its  epochs  of  determination 
and  of  unrest.  How  lamentably  is  the  school  fail- 
ing and  for  how  great  opportunities  must  she 
answer  if  she  neglects  to  meet  the  needs  of  this 
period,  if  she  goes  on  blindly  doling  out  grand- 


126  THE  MODEKN  SUNDAY  SCHOOL 

motherly  advice  and  sentiment  to  those  who  are 
feeling  the  full  throb,  the  unrest,  the  stress,  and 
strain  of  life's  awakening.  No  man  would  think 
of  managing  a  dairy  farm  without  some  clear, 
scientific  knowledge  of  milch  cattle;  and  shall  we 
think  that  the  knowledge  of  child  life  and  the 
power  to  develop  it  rightly  comes  by  intuition? 
It  is  a  happy  augury  for  the  Sunday  school  that 
so  much  trained  thought  is  being  given  to  this 
whole  question,  and  that  it  is  not  difficult  for 
those  who  really  desire  to  insure  the  effectiveness 
of  their  schools  to  learn  and  adapt  the  results  of 
the  studies  of  educational  leaders  and  experts. 

As  an  example  of  the  adaptation  of  the  course 
of  study  to  the  epochs  of  the  developing  life  it  is 
worth  while  to  note  the  importance  of  the  work 
done  by  the  pupils  during  the  years  from  fifteen 
to  seventeen  inclusive.  This  is  the  age  at  which 
the  greatest  number  of  conversions  are  recorded. 
It  is  also  the  age  at  which  the  personal  influence 
of  the  teacher  counts  for  most.  The  custom  has 
long  been  for  the  Sunday  school  to  regard  it  as 
the  hopeless  period,  when  youths  may  be  expected 
to  drift  from  the  school.  The  truth  is  that  the 
work  of  the  school  should  be  organised  with  this 
as  its  crowning  period ;  the  years  of  decision  should 
be  the  goal  of  the  work  going  before  and  the  start- 
ing point  for  the  larger  and  closer  work  to  follow. 
By  this  time  the  disciplines  gone  before  have  laid 


ADAPTATION    TO    LIFE    PERIODS   127 

the  general  mental  ground  of  the  knowledge  of 
religious  truth;  the  pupil  is  reflecting  on  its  sig- 
nificances to  him;  he  is  thinking  deeply,  strange 
as  it  may  seem  to  many,  on  the  questions  of  char- 
acter and  destiny.  It  is  the  business  of  the  school 
to  help  him  to  decide  aright.  Instead  of  paralysing 
the  will  power  and  rendering  insignificant  the  act 
of  determination  by  frequent,  and  at  last  mean- 
ingless "  decision  days/'  in  which  the  least  tots 
who  have  no  conception  of  any  but  the  right  way, 
as  a  way,  as  well  as  those  who  may  meditate  de- 
cision are  urged  to  "  take  a  stand,"  let  the  school 
provide  for  a  decision  period,  or  determinative 
grade,  not  calling  it  by  this  name,  but  arranging 
the  studies  so  that  the  pupil  is  at  the  time  of 
stress  and  determination  helped  and  guided  aright. 
At  the  age  of  fourteen  or  fifteen  pupils  should  be 
brought  close  to  the  glowing  ideals  of  Christian 
character  concrete  in  the  heroes  of  our  history; 
they  should  see  the  significances  and  glory  of  the 
Christian  way  of  living;  they  should  understand 
what  it  is  to  be  a  Christian,  and  also  what  is 
involved  in  church  membership;  they  should  now 
become  acquainted  with  the  institutions  of  the 
church  and  with  all  that  Christian  philanthropy 
and  service  signifies.  This  is  the  time  for  appli- 
cation, action,  determination,  rather  than  for 
academic  or  elementary  studies  in  literature,  etc. 
To  meet  these  special  needs  the  school  must  make 


128  THE  MODEEN  SUNDAY  SCHOOL 

full  provision,  not  only  in  the  material  for  study, 
but  also  in  the  teaching  force.  Here  the  strongest 
teachers  will  be  needed,  those  of  the  deepest  in- 
sight. The  pastor  certainly  ought  to  teach  one 
of  the  classes,  the  one  closest  to  church  member- 
ship ;  if  not  he,  then  some  other  person  who  would 
have  an  equal  interest  and  familiarity  in  the  rela- 
tion of  the  child  to  the  church. 

The  conscientious  officer  and  teacher  will  not 
be  satisfied  until  the  school  meets  in  a  thorough 
and  comprehensive  manner  the  real  needs  of  the 
pupils  in  every  grade  through  its  carefully  pre- 
pared course  of  study.  There  will  be  the  adapta- 
tion of  the  teaching  to  the  pupil's  life  as  well  as 
that  of  the  material  taught.  The  pupil  is  the 
absolutely  determining  factor  in  the  organisation 
of  the  school;  he  is  not  a  block  to  be  carved  and 
fitted  into  an  institution;  he  is  a  living  being 
whose  development  the  school  is  to  foster,  and 
that  process  of  development  can  only  be  fostered 
by  following  the  unvarying  laws  of  his  life. 

2.  The  Course  Will  be  Unitary.  That  is,  it 
will  be  organised  into  a  coherent  whole,  arranged 
so  that  the  pupil  passes,  in  going  from  grade  to 
grade,  in  an  orderly  and  logical  manner  through  all 
those  subjects  and  disciplines  which  go  to  make  up 
the  complete  curriculum,  the  work  which  goes  to 
fulfil  the  purpose  of  developing  his  character  and 
usefulness.     The  studies  which  he  meets  in  the 


BASIS    OF    CURRICULUM  129 

first  grade  of  the  elementary  school  will  require 
no  intellectual  leap  across  some  chasm  from  those 
with  which  he  was  familiar  in  the  kindergarten. 
And  so  with  each  grade;  there  will  be,  at  least 
in  the  grades  up  to  the  Senior,  no  independent 
studies;  all  will  be  related  to  each  other.  There 
will  be  a  definite  purpose  in  mind,  followed  out  in 
a  logical  manner,  involving  steady  progress  through 
related  studies  in  every  grade.  Once  a  curriculum 
of  this  character  is  adopted  for  the  whole  school, 
its  defects  remedied  under  experience,  and  its 
plan  understood  and  spirit  entered  into  by  the 
working  forces,  the  school  acquires  the  sense  of 
unity,  definiteness,  and  worthiness  in  its  work. 

The  course  of  study  in  the  Sunday  school  must 
be  unitary,  as  far  as  possible,  with  all  other  studies 
in  tJie  pupil's  life.  This  will  naturally  follow  so 
far  as  his  public  school  work  is  concerned  if  the 
course  is  graded  according  to  the  grades  of  the 
pupil's  development.  It  is  important,  however, 
in  mapping  out  the  course  of  stud}^  to  carefully 
consider  what  the  child  is  learning  through  five 
days  of  the  week,  in  order  that  with  the  least  effort 
and  the  largest  advantage  and  co-operation  he 
may  pass  over  to  his  studies  on  the  one  day. 
There  must  be  unity  also  with  every  other  study 
and  exercise  within  the  church  itself.  To-day, 
when  the  prayer-meeting  may  be  offering  a  definite 
course  of  lectures  and  the  Young  People's  Society 


130  THE  MODERN  SUNDAY  SCHOOL 

is  almost  sure  to  have  several  courses  of  study  in 
operation,  it  is  of  first-rate  importance  that  all 
these,  and  any  other  educational  endeavours  in 
the  church,  be  properly  co-ordinated,  in  order  that 
no  work  may  be  duplicated,  nor  any  possible  prog- 
ress hindered  through  apparent  conflict  in  studies. 
A  growing  child  cannot,  without  serious  disadvant- 
age, carry  a  course  in  the  Wisdom  literature  under 
the  Young  People's  Society  along  with  a  course  in 
the  Pauline  epistles  in  the  Sunday  school.  There 
are  often,  however,  more  serious  burdens  than  this 
laid  upon  them  by  unthinking  zealots.  Let  the 
officers  in  the  various  organisations  come  together 
with  the  proper  officers  of  the  Sunday  school;  let 
all  together  constitute  the  educational  committee 
of  the  church;  let  this  committee  so  arrange  the 
various  studies  that  each  shall  help  the  other  and 
none  shall  hinder.  And,  since  the  Sunday  school 
is  the  educational  agency  of  the  church,  the  courses 
offered  by  other  departments  should  certainly  be 
based  on  its  curriculum. 

3.  The  Course  Must  be  Comprehensive.  Its 
purpose  should  be  "  that  the  man  of  God  may  be 
perfect,  thoroughly  furnished  unto  all  good  works.'' 
That  complete  training,  informing,  discipline,  and 
equipment  of  the  whole  life  cannot  be  obtained 
by  even  the  longest  exegetical  or  homiletical  study 
of  fragmentary  passages  from  the  Scriptures;  it 
cannot  be  acquired  in  the  Sunday  school  so  long 


EXTRA   BIBLICAL   STUDIES        131 

as  that  institution  is  regarded  and  conducted  as 
an  infantile  theological  seminary. 

It  is  evident  that  in  order  that  the  curriculum 
of  the  school  may  be  comprehensive  it  must  in- 
cludc  many  subjects  which  could  not  he  properly 
taught  in  the  course  of  the  usual  instruction  in, 
the  Bible.  These  subjects  would  include  church 
history,  Christian  institutions,  evidences,  mis- 
sions, social  service,  practical  ethics,  and  Chris- 
tian biography.  The  reasons  for  what  are 
sometimes  called  "  extra-biblical "  studies  in  the 
Sunday  school  must  be  clearly  understood. 
Among  the  reasons  are:  such  studies  are  evi- 
dently necessary  to  full  equipment  for  life  and 
for  service;  these  studies  are  not  treated,  as  such, 
in  the  Bible,  nor  do  they  properly  grow  out  of 
the  study  of  the  Bible  from  the  view-point  of 
literature,  history,  or  doctrine.  This  is  most  evi- 
dent in  the  case  of  church  history;  but  it  may 
be  questioned  in  the  case  of  practical  ethics,  until 
examination  suggests  that  there  are  many  prob- 
lems in  practical  ethics  to-day  on  which  the  Bible 
has  nothing  directly  to  say,  for  while  it  does  give 
the  great  fundamental  principles,  it  does  not  de- 
velop their  application  to  conditions  which  have 
arisen  in  more  recent  times.  Again,  these  studies, 
are  not  commonly  taken  in  any  other  institution; 
to  follow  them  in  the  Sunday  school  gives  unity, 
completeness,  and  a  unique  value  to  the  work  of 


132  THE  MODERN  SUNDAY  SCHOOL 

the  school,  and  gives  to  the  scholar  adequate  de- 
velopment in  knowledge  and  equipment  for  service. 

It  is  worth  while  to  note  that  in  an  important 
sense  these  studies  are  not  extra-biblical;  they 
are  the  normal  developments  in  our  times  of  the 
religious  life  and  spirit  portrayed  in  the  Bible; 
they  are  based  on  the  Bible,  and  are^  indeed,  es- 
sential to  a  full  understanding  of  its  content  and 
its  relation  to  our  life  to-day,  in  order  that  the 
Bible  may  not  appear  to  be  the  subject  of  recondite 
inquiry  alone,  but  may  be  vital  and  practical. 

As  generally  indicative  of  the  method  of  such 
studies  the  whole  question  of  the  teaching  of 
Missions  in  the  school  is  separately  considered  in 
Ch.  XIV.  It  is  important  that  the  authorities 
mapping  out  the  curriculum  of  the  school  appor- 
tion places  and  time  to  each  of  these  studies,  ac- 
cording to  the  principle  of  adaptation  to  the 
developing  life  of  the  pupils. 

In  ten  years — from  1905  to  1915 — the  problem 
of  the  school  has  changed  from  the  difficulty  of 
finding  any  graded  courses  at  all  to  an  embarrass- 
ment at  the  number  and  variety  of  such  courses. 
In  1905  the  author  could  find  nowhere  a  graded 
course  for  Sunday  schools  and  he  therefore  out- 
lined a  graded  curriculum.*  In  1912  the  Religious 

*  The  work  of  Professor  Pease  antedated  this  bj  two 
years,  but  no  course  of  lessons  was  available;  see  the 
author's  outline  in  the  early  editions  of  "The  Modern 
Sunday  School, '^  at  pp.  133-135. 


GRADED  COURSES  133 

Education  Association  published  a  list  ojf  one 
hundred  and  twenty-five  text-books  for  graded 
schools;  the  revision  of  the  same  list,  in  April 
1914,  gave  about  four  hundred  titles  of  texts  and 
seventeen  different  courses  nearly  all  with  separate 
texts  either  published  or  in  preparation  for  eighteen 
grades. 

Every  student  of  the  School  should  know  the 
wide  variety  of  graded  material  now  available.* 
The  principal  courses  of  lessons  are : 

Tlie  International  Graded  Course,  A  complete 
series  planned  for  all  grades,  with  alternate  courses 
for  fourth — summer — quarters  of  most  years  and 
additional,  or  elective,  courses  for  the  Senior 
years.  The  course  has  been  revised  at  some  points. 
The  lesson  material  is  published  in  similar  form, 
under  a  syndicate  agreement,  by  the  Methodist, 
Presbyterian  and  Congregational  and  other  Boards 
and  independently  by  the  Baptists. 

The  Completely  Graded  Series  (Charles 
Scribner's  Sons,  N.  Y.)  is  designed  to  teach  the 
meaning  and  method  of  the  Christian  life  at  each 
age  of  development. 

The  Constructive  Series  (University  of 
Chicago  Press)  is  a  carefully  planned  series  with 
the  emphasis  on  modern  liberal  scholarship.     All 

•The  "Graded  Text  Book"  bibliography  is  sent  free 
by  The  Eeligious  Education   Association,   Chicago,   111. 


134  THE  MODERN  SUNDAY  SCHOOL 

courses  are  published  in  permanent  text-book 
form. 

General  Council  Graded  System.  (General 
Council  Publication  House,  Philadelphia.)  This 
system  is  prepared  for  Lutheran  Parish,  Bible  and 
Sunday  schools.  To  the  graded  lessons  there  is 
added  material  from  the  catechism. 

Sunday  School  Commission  of  the  Diocese  of 
New  York  is  a  series  of  texts  for  Episcopal  schools, 
edited  by  W.  W.  Smith  and  others.  (Published 
by  the  Young  Churchman  Co.,  Milwaukee.)  The 
series  includes  biblical,  catechetical,  historical, 
doctrinal  and  missionary  material. 

The  Standard  Curriculum  of  the  Protestant 
Episcopal  Church  in  the  U.  S.  as  set  forth  by  the 
General  Board  of  Religious  Education  of  that 
church  is  carefully  stated  and  the  aims  and 
methods  of  the  course  defined  in  a  pamphlet  which 
may  be  obtained,  gratis,  from  Rev.  Wm.  E.  Gard- 
ner, 281  Fourth  Avenue,  IST.  Y. 

The  London  Diocesan  S.  S.  Manuals  (Long- 
mans, Green  &  Co.  N.  Y.),  issued  with  the  author- 
ity of  the  Bishop  of  London.  The  manuals  are 
prepared  by  well-known  experts  in  religious  in- 
struction. Compiled  to  give  definite  church 
teaching. 

The  Young  Churchman  Co.,  Milwaukee,  Wis., 
and  Edwin  S.  Gorham,  N".  Y.,  publish  a  series  of 


GRADED  SYSTEMS   ,  ,  135 

graded  text-books  in  topical  courses  for  all  grades. 
Of  special  value  to  Episcopal  schools. 

The  Diocesan  System  of  Church  S.  S.  Lessons. 
(Geo.  "W.  Jacobs  &  Co.,  Philadelphia.)  Material 
of  this  series  is  intended  for  primary,  junior,  and 
senior  grades. 

The  National  Society's  Graded  Course  of  Re- 
ligious  Instruction.  (The  National  Society's  De- 
pository, 19  Great  Peter  St.,  Westminster,  S.  W., 
London.)  These  lessons  are  intended  for  the  use 
of  catechists,  teachers  in  day  and  Sunday  schools, 
and  parents  generally.  They  are  published  in  book 
form  and  in  serial  form  in  the  School  Guardian. 

Union  Graded  Series.  (Synagogue  and  School 
Extension,  Cincinnati.)  Graded  Lessons  for 
Hebrew  Sunday  schools.  Includes :  "Stories  of  the 
Prophets,"  "Primary  Graded  Series,''  "Junior 
Bible  Stories,"  and  leaflets  on  religion.  Separate 
books  for  teachers  and  pupils. 

Friends'  First  Day  School  Lessons^  Graded 
Course.  (The  Central  Bureau,  150  N.  15th 
Street,  Philadelphia.)  A  complete  series  of  graded 
lessons,  for  the  most  part  independent. 

The  Teacher  and  Taught,  Graded  Lesson  Course. 
(The  Eriends'  First  Day  School  Association,  Lon- 
don.) The  general  aim  of  the  series  is  to  provide 
help  in  a  compact  form  for  all  engaged  in  religious 


136  THE  MODEEN  SUNDAY  SCHOOL  • 

instruction,  whether  it  be  in  the  day  or  Sunday 
school,  or  in  the  home. 

The  *'Keedy"  Sunday  School  Lessons.  (Graded 
S.  S.  Publishing  Co.,  Boston.)  Contain  four  ex- 
cellent works  for  the  Junior  and  Intermediate 
grades.     (Listed  by  grades  following.) 

The  Beacon  Series:  A  Graded  Course.  (Uni- 
tarian S.  S.  Society,  Boston.)  A  series  of  12 
"Volumes  from  the  ages  6-17,  covering  the  Primary, 
Junior,  and  Intermediate  departments. 

The  One-Topic,  Three  Graded  Series.  (Uni- 
tarian S.  S.  Society,  Boston.)  A  series  furnishing 
the  same  topic  for  all  grades  of  the  school,  with 
material  for  three  departments:  Primary,  Inter- 
mediate, and  Senior.  The  complete  course  takes 
five  years  and  covers  seven  topics.  All  except  the 
last  year  are  Bible  lessons. 

The  department  of  Eeligious  Education  of  the 
Unitarian  Association  is  now  engaged  in  the 
preparation  of  an  entirely  new  and  completely 
graded  series  of  texts  based  on  modern  educational 
ideals. 

Every  school  ought  to  have  the  outline-plans  of 
the  first  five  courses  on  hand;  they  will  be  sent 
free  by  the  respective  publishers.  There  ought  to 
be  also  in  the  worker's  library  sample  volumes 
showing  the  method  and  treatment  of  typical  books 
in  each  series.    Students  of  education  in  the  Sun- 


GRADED  SYSTEMS  137 

clay  school  will  want  to  make  a  thorough  study 
in  detail  of  all  the  courses.  Few  schools  will  find 
any  one  series  wholly  satisfactory,  but  will  rather 
select  at  least  the  courses  of  outstanding  value  in 
the  different  series.       > 


XIV 

THE  TEACHIISrG  OF  MISSIONS 

A  CONFERENCE  of  representative  religious  edu- 
cators was  called  by  the  Young  People's  Mission- 
ary Movement,  at  Silver  Bay,  'N.  Y.,  on  July 
17-19,  1906,  to  consider  the  questions  relating  to 
the  teaching  of  Missions  in  the  Sunday  school. 
That  conference,  which  by  its  very  call  admitted 
that,  although  the  religion  of  Jesus  is  essentially 
missionary,  the  teaching  agency  of  the  church  had 
neglected  this  aspect  of  its  character  and  work, 
was  decidedly  epochal,  marking  also  the  beginning 
of  new  efficiency  for  the  Sunday  school.  The  fol- 
lowing statement  was  unanimously  adopted  by  the 
representatives  present : 

"/.  Missionary  instruction  is  an  essential  part 
of  religious  education  and  should  he  included  in 
the  curriculum  of  every  Sunday  school. 

"  1.  By  the  missionary  treatment  of  such  lessons 
of  the  International  or  other  series  as  are  clearly 
missionary  in  spirit  or  content. 

^^2.  By  the  frequent  use  of  missionary  illustra- 
tions in  Sunday-school  instruction. 

"  3.  By  the  use  of  supplemental  graded  or  un- 
graded lessons. 

"  4.    By  the  regular  or  occasional  use  of  care- 

138 


TEACHmG   MISSIOITS  139 

fully  planned  missionary  programs  as  closing  ex- 
ercises for  the  school. 

"  5.  By  the  organisation  of  mission  study  classes 
to  meet  special  needs  in  the  various  departments 
of  the  school. 

"J/.  A  missionary  atmosphere  should  he  cre- 
ated in  the  Sunday  school  through  its  worship. 

"1.  By  the  occasional  selection  for  the  opening 
exercises  of  passages  of  Scripture  bearing  directly 
upon  missions. 

"3.  By  missionary  petitions  in  public  prayer. 

"  3.  By  the  use  of  missionary  psalms  and  hymns. 

"4.  By  the  cultivation  among  the  pupils  of 
habits  of  systematic,  proportionate  and  individual 
giving  to  missionary  objects. 

"  III.  The  agencies  directly  or  indirectly  af- 
fecting the  Sunday  school  should  co-operate  to 
develop  the  missionary  spirit.'' 

(Here  are  mentioned  the  International  Lesson 
Committee,  denominational  boards,  State  Sunday- 
school  Associations,  theological  seminaries,  the 
press,  summer  conferences  and  institutes  and 
Young  People's  Missionary  Movement.) 

Through  this  conference  and  the  issuance  of 
this  statement  the  matter  has  been  brought  before 
the  Sunday  schools.  Several  important  questions 
follow. 

1.  Why  teach  Missions  in  the  Sunday  school? 
Partly  for  the  same  reasons  that  apply  to  all  so- 


140  THE  MODEEN"  SUNDAY  SCHOOL 

called  extra-biblical  subjects,  as  given  in  the  chap- 
ter preceding;  particularly  because  the  scholar 
needs  for  his  own  religious  development  in  char- 
acter and  efficiency,  wide  knowledge  of  and  fre- 
quent participation  in  this  important  and  essential 
part  of  Christian  service;  also,  because  missionary 
endeavour  must  be  maintained;  it  must  be  main- 
tained by  intelligent,  generous  gifts  and  work;  the 
future  givers  and  workers  are  in  the  Sunday 
school,  and  their  training  to  investment  and  co- 
operation must  begin  early,  must  continue  right 
along,  and  must  be  of  the  nature  of  service  as  far 
as  possible,  as  well  as  study.  In  a  word,  the 
fundamental  principles  of  missions  being  essential 
to  the  full  Christian  life,  they  must  have  a  definite 
place  in  the  work  of  the  institution  devoted  to  the 
development  of  that  life. 

2.  In  what  shall  the  teaching  of  missions  con^ 
sist?  In  leading  the  pupil  to  intelligent  familiar- 
ity with  the  philosophy  or  principles  of  missions, 
and  to  acquaintance  with  the  past  history,  the 
present  extent,  significance,  social  value,  and  prog- 
ress of  this  form  of  service.  The  studies  should 
be  with  a  view  to  quickening  the  interests,  sym- 
pathies, and  creating  enthusiasm,  based  on  in- 
formation. The  school  should  not  only  tell  about 
missions,  nor  only  show  objects  of  missionary  in- 
terest; it  should  engage  in  missions,  its  teachings 
should  be  by  the  practical  and  laboratory  methods ; 


TEACHING    MISSIONS  141 

it  should  train  the  future  missionaries,  not  that 
every  pupil  will  devote  his  whole  life  to  field  work, 
but  that  everyone  may  consecrate  himself  to  the 
extension  of  the  Master's  kingdom,  so  that,  in 
this  most  important  sense,  all  may  become  true 
missionaries. 

3.   How  shall  the  school  teach  Missions? 

(a)  The  Agencies  Employed:  The  regular 
organisation  of  the  school,  directed  by  the  Superin- 
tendent, who  clearly  understands  and  enters  into 
this  work,  inspired  by  the  pastor,  finding  specific 
direction  and  assistance  in  a  special  committee  on 
"  Missionary  work  and  instruction,"  co-operating 
with  any  special  societies  in  the  church,  such  as  the 
Woman's  Missionary  Society,  and  keeping  in  close 
touch  with  the  denominational  missionary  boards 
or  societies.  The  superintendent  will  find  this  a 
wonderfully  rich,  interesting  and  helpful  field  if 
he  begins  to  plan  to  make  his  Sunday  school  truly 
a  missionary  training  school ;  the  teacher  will  find 
a  wealth  of  literature  at  hand  and  a  surprising 
response  of  enthusiasm  and  interest  on  the  part  of 
the  scholars. 

(&)  The  Means  Employed:  First,  teaching. 
Definite  courses,  properly  fitted  into  the  curric- 
ulum, covering  definite  periods,  as  three  or  six 
months,  beginning  with  biographies  and  later 
taking  hero  studies,  then  the  romance  and  the 
service  of   missions,  then  the   study  of  mission 


142    THE  MODEEN  SUNDAY  SCHOOL 

fields,  missionary  problems,  support,  schools, 
special  work,  etc.;  adults  might  very  well  take 
a  course  in  ^'^Comparative  Modern  Religions." 
All  the  graded  courses  now  provide  for  missionary 
instruction  in  the  regular  curriculum  of  the 
school.  Such  courses  must  be  related  to  life, 
for  the  important  things  are  the  maintenance 
of  the  missionary  spirit  and  the  training  in 
intelligent  missionary  support  and  service.  The 
school  must  not  neglect  its  own  opportunities 
to  teach  by  service.  This  may  be  done  through  the 
regular  systematic  giving  to  the  support  of  mis- 
sions, preferably  devoting  a  certain  proportion  of 
the  regular  offerings,  rather  than  making  spas- 
modic appeals  for  special  missionary  objects.  But 
it  must  be  done  also,  and  even  more  largely, 
through  actual  missionary  work.  It  is  unnecessary 
to  emphasise  the  fact  that  missions  includes  every 
effort  to  bring  men  into  the  Kingdom,  and  to  bring 
the  Kingdom  to  this  earth,  whether  the  effort  be 
directed  to  the  man  next  door  or  the  man  in 
Manchuria.  Therefore,  the  Sunday  school  may 
do  important  missionary  work  in  its  own  neigh- 
bourhood in  caring  for  the  poor,  educating  the 
ignorant,  improving  the  social  and  physical  con- 
ditions in  the  city,  preaching  the  Gospel,  personally 
reaching  and  winning  the  unreached. 

Second,  another  means  will  be  hij  special  pro- 
grams  and  services,  in  the  opening  exercises,  in 
missionary  concerts,  in  addresses  by  missionaries 


TEACHING   MISSIONS  143 

and  others,  and  in  lectures,  illustrated  by  the 
Btereopticon,  given  in  the  week.  Here  also  is  an 
opportunity  to  use  the  child's  dramatic  instincts; 
they  may  be,  indeed,  they  will  be,  delighted  to  give 
little  "  plays,"  dramatic  representations  of  life  in 
other  lands,  or  among  the  Indians  in  our  own 
land.  The  costumes,  setting  and  dialogue  will  all 
serve  to  teach  the  desired  lessons  in  a  manner 
much  more  lasting  than  mere  lecturing  could 
possibly  be. 

Third,  hy  the  circulation  of  missionary  litera- 
ture. The  missionary  committee  should  select  and 
suggest  to  the  library  committee  the  names  of 
proper  books  on  travel,  foreign  lands,  home  affairs 
and  missionary  interests  and  work.  There  is 
such  a  wealth  of  good,  live,  well-written  books  on 
these  subjects  that  no  child  ought  to  have  to  com- 
plain of  missions  as  dry  reading.  Let  the  librarian 
call  special  attention  to  the  new  books  on  this  sub- 
ject; occasionally  brief,  lively  extracts  might  be 
read  in  the  closing  exercises  of  the  department. 
Circulate  missionary  magazines  and  secure  letters 
from  the  men  and  women  who  are  right  in  the 
work;  watch  for  the  items  of  interest  regarding 
the  field,  either  at  home  or  abroad,  in  the  daily 
newspapers,  and  read  them  to  your  class,  or  to  the 
school. 

Fourth,  hy  an  Exhibit  or  Museum,  containing 
maps,  native  costumes,  models  of  houses,  imple- 
Hients,  weapons,  etc.,  pictures  and  photographs, 


144  THE  MODERN  SUNDAY  SCHOOL 

anytliing  that  will  serve  to  make  missions  real  and 
fascinating  through  the  medium  of  the  eye. 

Fifth,  by  organisation.  Groups  of  pupils  may 
be  organised  into  bands  around  some  central  in- 
terest, such  as  a  particular  field  or  even  the  sup- 
port of  some  native  helper.  There  m.ay  be  objec- 
tions to  this  personal-interest  element;  but  it  is 
better  to  be  thoroughly  interested  in  one  man  or 
one  place  than  to  have  your  interest  in  all  so  thin 
that  it  cannot  reach  any. 

Missions  in  the  Sunday  school  afford  an  easy 
and  practical  opportunity  for  developing  the 
school,  not  only  as  an  institution  for  instruction, 
but  as  a  truly  educational  agency.  In  fact  the 
subject  becomes  of  relatively  little  value  if  it  be 
treated  in  an  entirely  academic  manner,  and  not 
at  all  in  the  practical  one.  There  is  afforded  the 
school  the  opportunity  to  interest  the  pupil  and 
enlist  his  whole  self  in  this  in  the  same  manner 
and  to  the  same  extent  that  he  enters  into  the  work 
of  the  public  school  when  he  studies  the  American 
Indian,  or  the  Pilgrims,  or  the  course  of  the  flag 
to-day.  He  can  be  as  patriotic  for  the  Kingdom 
of  Heaven  as  for  the  Eepublic;  he  can  enter  into 
the  lofty"  enthusiasms  that  make  the  one  mean  so 
much  more  than  even  the  other,  and  these  en- 
thusiasms are  the  forces  that  determine  his  char- 
acter. 


XV 

DISCIPLINE 

Why  is  it  that  in  an  age  when  none  would  claim 
that  children  are  becoming  more  reverent  or 
orderly,  we  hear  much  less  of  the  problem  of  Sun- 
day-school discipline  ?  Once  we  were  told  at  every 
gathering  of  teachers  that  it  was  the  greatest  of 
problems  in  the  school.  Is  it  not  because  we  have 
gone  beneath  the  surface  of  this  problem  to  its 
roots  ?  We  have  realised  that  it  was  the  poor  school 
that  made  the  bad  boy.  We  have  learned  that  you 
cannot  discipline  by  rods  and  rules.  So  far  as 
the  individual  is  concerned,  a  well-ordered,  worth- 
while school  will  mean  an  orderly  pupil.  The 
problem  of  discipline  is  not  the  problem  of  how 
to  handle  rough  characters,  how  best  to  carry  out 
a  kicking  boy  in  one  hand  and  your  Bible  in  the 
other.  It  is  the  problem  of  an  organisation  and 
a  body,  rather  than  of  individuals. 

I.   What  is  Discipline  ? 

Discipline  in  the  Sunday  school  means  the  main- 
tenance of  good  order,  proper  adjustments  and  co- 
operation through  all  the  activities  of  the  school; 

145 


146  THE  MODERN  SUNDAY  SCHOOL 

it  means  every  factor,  the  grades,  the  class,  the  in- 
dividuals, harmoniously  working  together,  with 
such  a  sense  of  unity  and  common  purpose  that 
confusion  is  absent,  noise  is  reduced  to  a  minimum 
and  friction  is  unknown. 

Discipline  has  an  educational  purpose;  it  is 
simply  disciple-ing.  We  seek  order,  not  alone  that 
we  older  folks  like  quiet,  nor  alone  that  the  quiet  is 
necessary  to  the  teaching  of  a  lesson ;  we  seek  order 
that  the  pupils  may  be  trained  in  orderliness,  in 
the  laws  of  social  adjustments,  in  self-control,  in 
patience  and  meekness,  in  ability  to  co-operate 
witli  others,  in  reverence. 

II.  Conditions  of  Disorder 

The  things  that  break  down  the  teaching  power 
of  the  school  in  this  direction  are  of  two  sorts. 
First,  failures  on  the  part  of  the  management, 
and,  second,  breaches  of  ordinary  good  manners 
on  the  part  of  individuals. 

In  the  first  list  we  find  the  failure  to  provide 
a  scheme  or  schedule  for  the  school,  to  either  work 
out  its  plan  or  to  determine  its  program ;  the  habit 
of  beginning  late  and  running  behind  time;  per- 
mitting officers  and  servants  of  the  school  to  rush 
about  the  room,  to  cause  distracting  noises,  such  as 
arranging  chairs,  etc.,  after  school  has  opened; 
classes  so  close  that  teaching  seems  to  all  a 
pandemonium;  disorderly  dismissal  and  exit. 


CAUSES    OF   MSOEDER  147 

In  the  second  group  we  find :  coming  late — a 
mere  habit, — loitering  in  vestibules,  church  con- 
gregation gossiping  after  school  has  begun;  non- 
participation  of  teachers  in  exercises;  general 
conversation;    intentional   rudeness   or  rebellion. 

III.    The  Causes 

There  are  Definite  Causes  for  These  Con- 
ditions. They  are :  ( 1 )  A  lack  of  respect  for  the 
institution  itself — even  then  it  often  gets  all  it  de- 
serves. You  cannot  create  that  subtle  school  spirit 
that  makes  a  hundred  or  more  one  body,  smoothly 
working  together,  unless  it  has  some  object  worthy 
of  its  respect.  (2)  OjBBcers  and  teachers  do  not  ex- 
pect good  order;  they  have  made  up  their  minds 
that  all  pupils  are  depraved — except  a  few  fa- 
vourites. Pupils  will  be  what  you  expect  them  to 
be.  Officers  have  set  up  no  standard,  no  ideal  for 
the  school.  (3)  Officers,  etc.,  do  not  themselves 
set  example  of  good  order;  they  are  anarchistic 
so  far  as  the  school  is  concerned;  they  come  late 
and  do  as  they  please  when  there.  A  loafing  officer 
is  worse  than  a  prancing  pupil.  (4)  Distracting 
interruptions  are  permitted,  from  late  comers, 
visitors,  in  classes  from  officers.  (5)  The  hour 
sometimes  is  in  part  to  blame;  if,  after  church, 
many  are  quite  tired;  in  afternoon,  many  are 
sleepy — owing  to  the  great  American  Sunday  din- 
ner— or  they  are  sighing  for  the  out-door  sun- 


148  THE  MODEEN  SUNDAY  SCHOOL 

shine  and  fresh  air.  (6)  Long,  monotonous  pro- 
grams, giving  pupils  no  chance  to  work  off  their 
energy,  or  to  co-operate  in  any  way;  thin  speeches 
which  are  always  long.  (7)  By  no  means  the 
smallest  cause,  dark,  damp,  overheated,  or  illy- 
ventilated  rooms. 

Some  people  seem  to  think  that  the  school  has 
discharged  its  full  duty  if  in  some  way  it  has 
brought  the  children  within  hearing  of  the  Gospel. 
Confronted  with  the  confusion  of  the  school,  they 
regard  it  as  an  incurable  trait  of  childhood,  one 
with  which  they  are  little  concerned  so  long  as  they 
faithfully  declare  to  these  restless  imps  the  word 
of  life.  But  to  declare  the  truth  to  ears  inatten- 
tive, in  conditions  of  confusion,  shows  a  lack  of 
respect  for  the  truth.  The  fact  is,  we  have  a 
larger  business  in  the  school  than  the  declaration 
of  truth  in  so  many  phrases ;  we  have  to  transform 
truth  into  character.  The  school  that  permits  con- 
fusion to  reign  becomes  an  agency  educating  in 
contempt  of  authority,  in  habits  of  irreverence  and 
disorder;  it  is  actually  making  criminals  in  so  far 
as  it  fails  to  help  pupils  to  live  aright  as  members 
of  their  community — for  the  time  being  the  Sun- 
day school — and  by  its  silence  seems  to  condone 
anarchy  and  absolute  disregard  for  the  rights  of 
others. 

Church  services  soon  feel  the  contact  of  a  dis- 
orderly school;  just  as  a  well-organised  Sunday 


SECURING    GOOD    ORDER  149 

school  soon  feels  it  if  the  church  is  in  its  services 
lacking  in  reverence  and  order. 

IV.  Conditions  of  Good  Order 

There  are  certain  simple  conditions  of  good 
order:  Discipline  is  essentially  a  simple  matter 
of  atmosphere  and  environment.  Boys  will  stamp 
and  shout  in  a  barn  as  they  will  not  think  of  doing 
in  a  parlour — unless  the  parlour  looks  and  feels 
like  a  barn.  If  your  school  looks  like  a  warehouse 
and  you  feel  like  a  barrel,  do  not  be  surprised  if 
the  boys  jump  all  over  you.     Therefore: 

1.  Study  Carefully  all  the  Conditions 
That  Will  Affect  the  Pupil. 

(a)  The  order  of  the  officers  and  teachers,  and 
their  demeanour.  Let  everyone  be  in  his  place 
before  school  opens;  everyone  awake;  everyone 
at  his  best  in  disposition  and  in  service. 

(h)  Secure  best  physical  conditions.  Do  not 
rest  till  you  have  proper  kind  of  rooms,  good  light, 
pure  air,  pleasant  surroundings,  good  pictures, 
decorations;  rooms  rightly  arranged  and  classes 
rightly  arranged  in  relation  one  to  another;  have 
room,  seats,  books,  etc.,  all  ready  before  hour  to 
begin. 

(c)  Promote  order  through  the  program.  Let 
its  conduct  and  its  content  all  help  by  example 
and  by  precept,  by  sustained  interest  and  by  en- 
listment of  activities. 


150  THE  MOBEEN"  SUNDAY  SCHOOL 

(d)  Co-operate  with  pupils'  activities.  Don't 
repress  them;  let  them  express  themselves^  but  see 
they  do  it  in  your  way.  Better  to  say  to  a  child, 
"  Walk  to  the  right,"  than  to  say,  "  Don't  walk  to 
the  left."  The  Sunday  school  should  keep  all  so 
busy  they  have  no  time  to  think  up  mischief,  nor 
energy  to  expend  on  it.  Boys  and  girls,  live  ones, 
never  will  sit  still  like  tombstones.  The  secret  of 
order  is  not  in  sitting  still,  but  in  all  moving  in 
harmony.  The  "  hear-a-pin-drop "  school  is  far 
from  the  ideal. 

2.  Study  the  Pupil  Himself.  Do  not  try  to 
handle  and  govern  material  you  do  not  understand. 
Do  not  think  because  you  were  once  a  boy  that  you 
know  all  about  boys.  Study  child-nature;  study 
individual  temperaments.  Study  types  of  chil- 
dren. The  more  you  think  of  the  boy,  the  less  you 
will  think  of  discipline,  and  the  nearer  you  will 
come  to  having  it.  Under  all  circumstances  keep 
your  faith  in  the  pupils.  Their  tastes  may  be 
very  different  from  yours,  that  is,  yours  now;  they 
may  love  mice  and  bugs ;  they  may  adore  gum  and 
follies ;  but  they  are  made  in  His  likeness ;  they  are 
His  children;  they  belong  to  God,  for  they  have 
infinite  and  divine  potentialities.  Keep  your  eye 
on  the  good  in  them  and  it  is  wonderful  how  it 
will  grow. 

3.  Study  the  Problem  in  the  Class.  The 
solution  lies  in  the  class  in  part ;  if  every  class  is  in 


THE  TEACHER  AS  A  FACTOR  151 

order,  the  whole  school  will  be.  Let  the  teacher 
then  learn  what  discipline  means.  This  will 
mean,  not  a  study  of  the  art  of  compelling  silence, 
but  of  the  art  of  winning  interest  and  directing 
activity,  that  is  the  art  of  teaching.  Really  teach 
and  you  will  have  little  trouble.  Study  the  child. 
Learn  to  distinguish  temperaments.  Arrange  in 
class  accordingly;  place  the  active,  restless  ones 
nearest  you,  the  tricky,  slow,  subtle  directly  under 
your  eye;  then  teach.  Don't  talk  about  order; 
don't  beg  or  whine  for  it ;  do  not  say,  "  I  will  be 
obeyed,"  for  you  will  not;  you  have  invited  them 
to  a  contest  of  wills.  Say  nothing,  but  keep  them 
busy,  working  together. 

The  teacher  is  personally  a  factor  in  discipline. 
He  cannot — and  the  same  is  true  of  the  superin- 
tendents or  directors — they  cannot  expect  harmony 
when  they  are  torn  within  with  conflicting  emo- 
tions or  with  physical  distresses.  The  rich  Sun- 
day dinner  makes  a  poor  Sunday  school  in  the 
afternoon.  Come  in  good  health  and  humour. 
Stay  awake  and  keep  sweet.  Don't  scold;  it  acts 
the  same  as  soda  thrown  into  boiling  soup. 

Yet  there  will  remain  the  problem  of  the  hoy  or 
girl  who  seems  determined  to  disturb.  Make  a 
special  study  of  that  one;  discover  the  causes  of 
his  aberrations.  With  tact  and  sympathy  try  to 
think  of  it  as  a  disease  that  you  are  to  cure.  Some- 
times it  is  possible  to  take  such  an  one  into  a  very 


152  THE  MODEEN  SUNDAY  SCHOOL 

small  class,  in  separate  room,  so  that  the  motive 
of  displa}^,  the  attraction  of  an  audience  is  missing. 
Let  teacher  study  "  case  "  there.  Seek  the  door  of 
friendship;  that  of  force  will  never  open  to  you. 
There  is,  somewhere,  a  button  on  every  bad  boy; 
it  may  be  rabbits,  it  may  be  pegtops,  it  may  be 
his  mother;  your  business  is  to  find  it. 

The  motor  type  of  mischievous  boy,  the  restless 
dynamo  of  disturbance,  can  usually  be  reached  by 
securing  the  co-operation  of  his  hands,  his  eyes,  or 
almost  any  of  his  senses,  except  his  ears.  Put  him 
to  work,  writing,  drawing,  modelling,  moulding, 
building,  or  helping  in  class  work. 

The  sensory  type,  the  boy  who  sits  still  and 
slowly  works  up  a  revolution,  is  harder  to  reach. 
Yet  he  is  usually  proud  of  his  mental  ability  and 
delighted  if  you  will  set  him  a  problem,  or  give  him 
something  to  seek.  Put  him  on  his  mettle  and 
keep  his  mind  occupied. 

In  all  problems  of  discipline  it  is  well  to  re- 
member that  you  cannot  afford  to  sacrifice  the 
whole  school  or  division  for  the  sake  of  one  in* 
dividual. 


XVI 

GIVING  AND  FINANCES 

The  custom  of  taking  an  offering  in  the  classes  in 
the  Sunday  school  has  a  more  important  basis 
than  the  mere  attempt  to  imitate  the  usages  of  the 
church  gathering.     There  are  good 

/.  Reasons  for  Taking  Offerings 

The  act  has  educational  purposes.  It  is  not  a 
tax,  and  there  is  never  need  to  apologise  for  it, 
provided  it  be  properly  done.  It  trains  the  pupils, 
whom  the  school  is  educating  into  Christian  char- 
acter and  service,  in  a  definite  Christian  duty,  that 
of  the  specific  dedication  of  a  part  of  his  posses- 
sions to  the  service  of  God,  the  highly  important 
duty  of  co-operating  in  the  maintenance  of  reli- 
gious institutions.  Churches  are  to-day  financially 
embarrassed  because  their  people  have  never 
learned  to  give;  when  they  have  come  up  out  of 
Sunday  schools,  the  schools  did  no  more  than  per- 
functorily collect  the  pennies  which  the  children 
begged  from  their  parents.  You  cannot  educate  a 
church  to  giving  by  training  it  on  penny  offerings. 
The  Sunday  school  must  train  the  church  of  the 

153 


154  THE  MODEEN  SUNDAY  SCHOOL 

future  in  the  duty  and  delight  of  true  giving;  it 
must  ground  the  child  in  the  principles,  and  train 
him  in  right  motives.  The  act  of  rightly  taking 
an  offering  is  also  training  in  the  giving  char- 
acter. The  habit  of  giving  is  as  hard  to  break  as 
that  of  withholding.  Besides  this,  the  child  who 
gives  to  the  support  of  his  own  school  is  early 
learning  that  he  must  pay  for  the  things  he  gets 
in  this  world.  The  Gospel  may  be  free,  but  some 
one  must  pay  for  the  means  by  which  it  reaches 
us  and  goes  to  others.  To  allow  a  child  to  take  all 
that  the  school  may  offer,  either  in  instruction  or 
in  literature,  without  thought  of  having  a  duty 
himself  relative  thereto,  or  a  share  in  providing 
what  is  furnished,  is  to  inculcate  pauperism.  To 
object  that  the  child  in  the  public  school  receives 
without  giving  is  no  answer;  it  is  the  business  of 
the  public  school  to  reduce  to  the  minimum  the 
dependence  of  the  pupils  and  to  make  them  see 
that  public  education  is  not  a  charity,  but  a  social 
duty. 

IL   Methods  of  Talcing  Offering 

Magnify  Its  Place  in  the  School.  Not  so  as 
to  make  the  pupils  feel  that  it  is  of  first  importance, 
but  so  that  they  may  know  it  is  a  part  of  school 
work,  not  at  all  something  for  which  we  need  to 
apologise,  or  which  we  feel  compelled  to  hide  in 
a  corner.    Magnify  it  in  the  class.    Distinguish 


EDUCATIONAL   GIVi:NrG  155 

always  between  emphasis  on  the  amount  given,  and 
on  the  fact  of  giving.  Do  not  talk  about  totals, 
dollars,  drawing  comparisons  between  the  sums 
given  in  different  classes.  It  is  not  a  question  of 
dollars;  it  is  a  question  of  cultivating  a  spirit 
and  habit  of  giving.  Beware  of  creating  money 
rivalries  between  classes,  and  also  between  in- 
dividuals in  the  class;  they  but  result  in  feelings 
of  shame  and  mortification  on  the  part  of  those 
who  can  give  but  little,  and,  what  is  more  regret- 
able,  in  boasting  and  pernicious  pride  on  the  part 
of  those  who  have  plenty. 

A  Carefully  Kept  Eecord  in  class  book,  or  by 
whatever  system  is  used,  of  the  fact  of  the  scholar 
giving,  not  the  amount  given ;  the  fact  of  the  num- 
ber of  givers  is  the  important  thing.  Let  class 
records  be  kept  with  utmost  scrupulosity ;  give  first 
lessons  here  in  right  handling  of  money.  Let  your 
attitude  be  that  this  giving  is  part  of  the  discharge 
of  a  high  responsibility  toward  God  and  toward 
our  fellows. 

Teach  Pupils  to  Give  Intelligently.  Do 
not  ask  them  to  sacrifice  for  things  of  which  they 
know  nothing.  Base  appeals,  when  they  must  be 
made,  not  on  the  emotions  primarily,  but  on  thd 
emotions  stirred  by  exact  knowledge.  It  is  better  to 
give  a  dime  to  the  wise  alleviation  of  a  need  intelli- 
gently apprehended  than  a  dollar  on  some  blind 
impulse.    Do  not  crush  the  impulses ;  direct  them. 


V^ 


156  THE  MODEKN  SUNDAY  SCHOOL 

The  Sunday  school  has  a  sacred  duty  to  inform  its 
pupils  on  Missions,  for  example,  before  it  asks  for 
an  offering  for  missions.  Part  of  the  Sunday- 
school  course  of  study  should  be  constructed  so  to 
cover  the  great  enterprises  of  the  church  and  the 
principles  of  Christian  stewardship  that  it  will 
train  those  who  are  to  be  church  members  to  in- 
telligent giving  and  service. 

Train  the  Pupils  to  Give  in  Fact,  as  well  as 
in  form,  that  is,  to  give  that  which  really  belongs  to 
them.  We  ought  to  co-operate  with  parents  in  an 
effort  to  break  up  the  almost  universal  habit  of 
the  children  acting  as  proxies  for  the  parent's 
penny  gifts.  The  custom  usually  is  for  the  child 
to  beg  a  penny  or  two  of  father  or  mother  just  be- 
fore starting  to  Sunday  school.  That  makes  the 
child  only  a  messenger  or  agent  for  the  parents. 
Let  the  children  have  their  own  money;  let  them 
decide  on  the  proportion  they  will  give  to  church 
and  to  school;  let  them  give  their  own.  Parents 
had  better  let  them  go  without  an  offering  than 
simply  go  through  the  form  of  sending  their 
money  to  the  school. 

Teain  the  Pupii^  to  Give  Eeverently.  The 
careful  record  of  giving,  the  intelligence  as  to  the 
objects  of  giving  and  the  practice  of  giving  their 
own,  all  contribute  toward  reverence  in  the  act. 
Then  it  may  be  made  of  itself  an  act  of  worship  in 
the  class.     We  must^  even  at  the  cost  of  stale 


METHODS    m    GIVING  157 

jokes  and  cheap  wit,  steadily  avoid  the  joking  atti- 
tude toward  the  offering.  It  is  often  well  to  have 
a  brief  prayer  in  the  class  before  the  offering  is 
taken.  Sometimes  worth  while  to  speak  a  word 
on  the  subject  of  the  grace  of  giving,  or  on  our 
share  in  God's  work.  Then,  at  the  close  of  the 
session,  all  the  offerings  of  the  division  can  be 
taken  to  the  principaFs  desk  and,  the  school  stand- 
ing, a  prayer  of  dedication  be  offered. 

The  use   of  the  envelope   shown  here    serves 
several  excellent  purposes.     Each  pupil  receives 


THE    BIBLE    SCHOOL 

The  First  Baptist  Church,  Dillon,  Montana 

"All  things  are  thine,  and  of  thine  own  have  we  given  thee" 

HAVE  YOU? 


All  Offering? 


Attended  Church? 


Prepared  Lesson? 


Name 


May  12,  1907  No.  17 


every  quarter  a  package  of  thirteen  of  the  en- 
velopes, all  bearing  his  number,  and  each  dated  for 
successive  Sundays.  On  each  Sunday  he  brings 
one  to  the  school,  placing  his  offering  therein,  and 
checking  in  the  squares  his  answer  to  the  questions 


158  THE  MODERN  SUNDAY  SCHOOL 

on  the  face  of  the  envelope.  He  places  this,  with 
his  Home  Study  sheet,  in  the  class  box  at  the  he- 
ginning  of  the  lesson  period.  The  teacher  does 
not  need  to  ask  liini  a  question  as  to  his  record, 
neither  does  the  teacher  attempt  to  mark  the  record 
until  the  close  of  the  school.  Then  the  secretary 
brings  to  the  teacher  the  class  box,  and  from  the 
envelopes  and  the  Home  Study  sheets  the  teacher 
makes  up  the  record,  after  the  school  has  dis- 
missed. It  will  be  seen  that  this  method  places 
the  marking  practically  in  the  hands  of  the 
scholar;  he  is  thrown  on  his  honour  to  mark  the 
envelope  accurately.  In  actual  test,  running  over 
several  years,  no  instance  was  found  of  a  pupil 
misrepresenting  the  facts,  while  the  moral  influ- 
ence of  the  system  was  excellent.  A  further  ad- 
vantage lies  in  the  fact  that  it  eliminates  from  the 
class  period  the  counting  of  noses  and  the  asking 
of  questions  of  the  pupils  regarding  their  records. 

III.   The  Use  of  the  Offering 

Be  sure  that  the  pupils  are  kept  informed  as  to 
the  use  that  is  being  made  of  the  money  received 
from  them. 

Support  the  Work  of  the  School.  The  school 
should  not  have  to  depend  wholly  on  the  gifts  of 
its  scholars;  the  church  must  bear  a  large  share 
in  this,  her  own  work.  The  Sunday  school  has  a 
definite  place  in  every  wise  church  budget.    The 


THE   USE    OF    THE    OFFEEING     159 

average  church,  however,  is  likely  to  pay  fifty  times 
as  much  "  to  make  one  proselyte,"  or  to  save  one 
sin-spent  sinner,  as  it  invests  in  keeping  for  the 
kingdom  those,  the  children,  who  already  belong 
to  it  by  every  right,  and  whose  young  full  lives 
would  be  worth,  in  energy  and  service,  ten  times 
the  lives  of  those  who  have  given  their  best  years 
to  sin.  But,  while  the  school  must  feel  that  it  has 
the  full  support  of  the  church,  it  needs  also 
to  feel  that  it  is  doing  something  for  itself,  that 
it  is  more  than  an  idle  recipient  of  privileges 
and  service.  There  is  high  moral  and  educational 
value  in  self-support. 

Local  Church  Support.  It  is  a  good  thing  to 
begin  early  to  train  all  to  a  share  in  the  work  of  the 
church.  A  definite,  perhaps  only  a  small  propor- 
tion of  the  offering  may  go  to  the  pastor's  salary, 
because  he  is  the  pastor,  the  paid  officer  of  the 
school  as  well  as  of  the  church.  The  support  of 
the  church  gives  the  sense  of  unity  with  the  church. 
It  is  of  great  importance  to  cultivate  this,  and  to 
avert  the  danger  of  the  school  becoming  an  inde- 
pendent and  even  conflicting  power.  The  school 
is  not  only  an  agency  of  the  church;  it  is  the 
church  at  work  in  religious  education.  Therefore, 
the  school  should  have  its  natural  part  in  church 
support. 

Local  Beneficences.  The  good  works  of  the 
city  or  village,  those  which  the  pupils  know  directly. 


160    THE   MODEEN   SUISTDAY   SCHOOL 

make  a  very  proper  and  helpful  appeal  to  them. 
The  school  may  well  spend  time  in  seeing  that,  by 
description  and  by  visits  conducted  by  the  school 
officers,  the  pupils  are  made  familiar  with  the  hos- 
pitals, settlements  and  charities.  Let  the  school 
also  care  wisely  and  with  love  for  its  own  poor  and 
needy. 

World-wide  Missions.  Some  schools  have  cer- 
tain days  set  aside  for  missions,  when  the  offering 
of  the  day  will  be  devoted  to  a  certain  mission  or 
a  field ;  others  set  aside  a  definite  proportion  of  the 
whole  offering  through  the  year  for  their  general 
Home  and  Foreign  Missions.  While  the  raising 
of  goodly  sums  has  a  certain  importance,  the 
greater  thing  is  to  train  to  intelligence  in  what 
these  societies  and  workers  are  doing  and  to  cul- 
tivate the  spirit  that  delights  in  a  practical  share 
in  this  work.  (See  Chapter  XIV,  The  Teaching 
of  Missions.) 

IV.  General  Financial  Methods 

Let  all  the  financial  affairs  of  the  school  be  so 
conducted  as  to  be  to  every  pupil  an  object  lesson, 
an  effective  first  step  in  business  ethics,  in  the  ap- 
plication of  religion  to  finance  and  to  everyday 
business  affairs.  We  greatly  need  the  training  of 
our  young  people  to  high  religious  and  moral  ideals 
in  commercial  affairs.  The  manner  in  which  the 
school  handles  its  pennies  may  determine  the  man- 


FINANCIAL   METHODS  IGl 

ner  in  which  the  magnate — now  the  little,  observ- 
ant lad  in  the  class — will  handle  both  millions  and 
men. 

Let  the  accounts  then  of  treasurers  and  financial 
secretaries  be  kept  at  least  as  strictly  as  though  in 
a  bank.  Then  let  there  be  at  stated  periods  reg- 
ular audits  made  of  the  books,  with  a  report  from 
the  auditors  to  the  church  and  the  school. 

The  relation  of  the  finances  of  the  school  to  the 
church  should  be  carefully  adjusted.  Unless  the 
church  polity  forbids  it,  the  plan  of  making  the 
church  treasurer  the  chief  treasurer  of  the  school, 
and  the  church  treasury  the  depository  of  the 
school  funds,  seems  to  be  a  wise  one.  Cultivate 
everything  that  secures  essential  unity  with  the 
church.  There  is  serious  danger  of  divisions 
through  conflicting  financial  machinery  and 
agencies  in  the  church,  which  would  be  obviated 
if  there  be  but  one  chief  treasurer,  but  one  who 
signs  checks  and  passes  on  vouchers  finally.  This 
will  not  mean  that  all  the  funds  are  merged; 
separate  accounts  should  be  kept  and  strictly  held 
sacred  for  their  own  uses.  For  instance,  if  the 
school  is  laying  up  funds  for  a  new  building  or 
for  better  equipment — as  it  may  well  do — that 
fund  should  be  deposited  by  the  treasurer  of  the 
church,  and  carried  on  the  books  as  a  separate  ac- 
count, while  the  amount  is  carried  always  in  the 
bank  balance. 


162  THE  MODERN  SUNDAY  SCHOOL 

v.  Special  Dangers 

Beware  of  special  appeals  for  unworthy  objects. 
There  are  always  many  travelling  beggars  who 
want  to  present  their  causes — usually  devoted  to 
their  salaries — to  the  school.  If  the  school  intends 
to  make  giving  educational,  it  will  shun  the  prac- 
tice of  appealing  for  enlarged  offerings  to  buy 
Christmas  candies,  or  to  pay  for  school  picnics. 
Unless  such  entertainments  can  be  paid  for  by 
private  subscription,  it  is  better  to  sell  tickets  to 
them,  planning  quietly  to  give  tickets  to  those  who 
cannot  possibly  buy  them.  Keep  always  clear  the 
distinction  between  giving  to  the  Lord's  work  and 
begging  for  ourselves,  or  raising  funds  for  our 
own  fun. 

VI.   The  Motive 

Keep  ever  in  mind  the  great  motive:  we  give 
to  Him  who  has  given  all  good  things,  who  has 
given  Himself  to  us;  we  give,  also,  to  learn  the 
joy  and  enter  into  the  high  privileges  of  the  fel- 
lowship of  giving. 


XVII 

THE  ADULT  BIBLE  CLASS  MOVEMEN'T 

The  Adult  Bible  Class  Department  in  the  Sunday 
school  is  simply  the  organisation  of  adult  scholars 
for  the  promotion  of  the  interests  and  the  develop- 
ment of  the  value  of  their  division  of  the  school. 
It  is  the  recognition  of  the  school  as  an  institution 
for  adult  life,  as  well  as  for  infants,  as  suited  to 
meet  the  religious  needs  of  maturer  years. 

The  value  of  the  department  has  been  already 
demonstrated;  there  is  a  danger,  however,  as  al- 
ways in  any  organisation,  that  it  shall  exist  ex- 
clusively for  organisation  activities,  and  so  fail  of 
its  true  end  of  strengthening  the  school  as,  in  this 
division,  an  institution  for  the  religious  education 
of  men  and  women. 

J.   Principles  of  Organisation 

The  first  essential  to  a  successful  Adult  Depart- 
ment is  a  man  or  a  woman,  or,  better,  both,  thor- 
oughly in  sympathy  with  the  life  of  young  people, 
alive  to  their  needs  and  interests,  and  enthusiastic 
as  to  their  possibilities  in  Christian  service  and 
character.  Such  persons  would  respectively  bring 
together  all  the  young  men  and  all  the  young 

163 


164  THE  MODEEN  SUNDAY  SCHOOL 

women  in  the  school,  organise  them  as  classes,  and 
then  organise  them  as  a  department  for  promotion 
and  fellowship.  All  those  methods  found  wise  in 
organising  young  people  can  be  used  here,  such  as 
officers,  committees,  buttons,  special  duties  for 
them  to  perform ;  but  the  essential  thing  to  do  is  to 
grasp  the  spirit  and  possibilities  of  the  young 
man's  or  young  woman's  life  and,  on  one  side,  to 
minister  to  its  true  development  through  the  school 
and,  on  the  other,  to  enlist  its  service  in  the  work 
of  the  school,  and  thus  to  really  educate  these 
young  people  in  active  living  religion.  It  is  well 
to  organise  for  games,  for  sports,  for  such  things 
as  baseball,  football,  tennis,  rowing,  etc.;  it  is 
well  to  cultivate  the  social  life,  the  aesthetic  inter- 
ests— all  these  may  stand  for  education  by  doing; 
but  the  essential  thing  is  the  fact  of  the  school 
fitting  itself  and  its  method  to  the  life  of  the 
young  man  or  young  woman,  and  enlisting  their 
activities  in  its  service.  The  important  considera- 
tion for  any  school,  so  far  as  any  department  of 
its  activities  is  concerned,  is  not,  as  we  too  often 
think,  what  can  we  get  out  of  these  people  ?  It  is, 
what  contribution  can  we  make  to  their  lives? 
what  service  can  we  render  them?  Sunday-school 
success  hinges  on  the  answer  we  give  to  this,  and 
the  manner  in  which  we  render  the  service. 

In  the  organisation  of  this,  as  of  other  depart- 
ments, the  greatest  care  must  be  exercised  to  see 


ADULT    ORGANISATION  lC>r> 

that  their  officers  work  harinoiiiously  into  tho 
scheme  for  the  whole  school.  Departmental  of- 
ficers must  not  forget  that  the  superintendent  is 
the  head  of  the  school,  that  there  are  those  who  are 
in  authority  over  them;  there  is  always  danger  of 
these  facts  being  forgotten  when  a  new  form  of 
organisation  meets  with  unusual  popularity  and 
success. 

II.   Plans  of  Organisation 

There  are  no  good  reasons  for  considering  this 
part  of  the  school  as  independent  of  the  rest:  it 
is  an  integral  part  of  the  school.  But  the  work 
of  the  department  may  be  seen  under  two  heads : 

1.  The  Department  in  the  School.  So  far  as 
the  general  organisation  of  the  school  is  concerned, 
this  department  simply  corresponds  to  the  Adult 
Division,  and  should  embrace  all  those  persons 
therein  who  are  willing  to  be  identified  with  its 
activities.  It  is  the  special  organisation  of  this 
division  of  the  school,  in  recognition  of  the  special 
needs  of  the  lives  of  young  men  and  women,  in 
order  to  meet  these  needs,  to  make  religious  educa- 
tion in  the  Sunday  school  something  much  broader 
than  instruction,  as  broad  as  the  life  of  man,  and 
also,  recognising  the  gregarious  instincts  of  the 
period  of  life  for  which  it  provides,  to  give  men 
and  women  the  enriching  and  toning  up  that 
comes  from  association  together. 


1C6  THE  MODERN  SUNDAY  SCHOOL 

In  order,  too,  that  this  department  may  meet 
the  needs  that  lie  beyond  formal  instruction,  it 
may  well  be  organised  within  itself,  independently 
of  its  Tisnal  grouping  into  classes  in  the  school. 
It  should  meet  and  elect  its  own  "  departmental " 
officers,  it  may  adopt  its  own  badge  or  button;  it 
may  have  its  own  treasury.  The  conduct  of  the 
department  outside  the  class  work  of  the  school 
should  be  in  the  hands  of  a  committee.  Perhaps 
the  best  plan  is  to  have  a  committee  of  four,  the 
chairman  being  the  general  director  of  tha  depart- 
ment, the  other  members  being  a  social  director,  a 
spiritual  director,  and  a  physical  director.  The 
general  director  has  work  separate  from  the  prin- 
cipal of  the  Adult  Division;  the  latter  cares 
for  all  the  affairs  of  that  division  during  the  school 
session;  the  former  co-operates  with  him  in  this, 
but  his  special  work  is  the  development  and  care  of 
the  department  outside  the  exercises  of  worship 
and  instruction  in  the  school.  He  promotes  the 
organisation  and  effectiveness  of  the  department  as 
a  whole.  The  social  director  cares  for  the  social 
life  of  the  department,  its  social  gatherings,  re- 
ceptions, banquets,  excursions,  etc.  The  spiritual 
director  promotes  the  meetings  for  worship,  prayer 
meetings,  classes  for  Bible  study  and  for  other 
educational  purposes.  The  physical  director  or- 
ganises and  conducts  the  athletic  sports,  the  tennis, 
baseball,  rowing,  and  all  other  clubs. 


PLANS   OF   ORGAmSATION  167 

In  the  individual  school  the  first  step  will  be 
the  creation  of  a  sense  of  unity,  of  community  of 
interests  among  the  people  between  about  twenty 
and  forty  years  of  age,  bringing  them  to  group  self- 
realisation.  This  should  be  done  even  though  the 
number  of  such  persons  in  the  school  be  quite 
small.  The  man  must  come  to  know  that  the  Sun- 
day school  is  for  men;  the  time  was  when  it 
seemed  to  be  for  milk-sops,  and  among  adults, 
either  for  monks  or  milliners.  Group  your  men 
together;  create  a  masculine  atmosphere.  Noth- 
ing wins  men  like  manliness;  get  organised,  asso- 
ciated manliness  in  the  Sunday  school. 

So  also  with  the  young  women.  Their  needs  are 
special  and  they  will  here  enjoy  their  own  type  of 
organisation.  Every  privilege  the  men  enjoy 
should  be  theirs  also. 

But  both  men  and  women  must  feel  their  es- 
sential unity  in  the  department.  This  is  to  be 
accomplished  not  by  meeting  together,  nor  by 
"opening  exercises"  together,  since  usually  the 
whole  period  will  be  occupied  with  the  class  work 
and  the  church  service  will  constitute  their  worship 
opportunity,  but  by  regular  meetings  as  a  depart- 
ment at  other  periods, 

The  next  step  in  the  school,  certainly  an  im- 
portant one,  will  be  to  see  that  the  material  and 
the  method  of  instruction  do  not  run  counter  to 
eind  undo  the  good  of  such  an  atmosphere.     Th^ 


168  THE  MODERN"  SUNDAY  SCHOOL 

milk  for  babes  must  not  be  fed  to  men,  even  though 
attempts  be  made  to  adapt  it  to  them  by  souring 
it  into  curds  or  making  it  into  cheese.  There 
must  be  meat  for  men  in  the  course  in  this  depart- 
ment. And  this  meat  must  be  that  which  they 
need  for  their  actual  lives,  not  designed  for  saints 
of  long  ago  alone,  nor  for  theological  students,  but 
designed  for  those  who  desire  to  know  how  to  live 
as  sons  of  God,  as  brothers,  one  to  another,  as 
parents  and  citizens.  It  may  be  important  that  a 
man  shall  be  able  to  set  the  tribes  in  their  order  in 
the  promised  land;  but  it  is  of  vastly  greater  im- 
portance that  he  shall  learn  to  set  justice,  truth, 
honor,  duty  to  his  fellow-men  in  their  order  in 
relation  to  all  life's  interests. 

A  very  large  measure  of  freedom  must  be  given 
here  as  to  subjects  and  methods  of  study.  Classes 
must  be  free  to  select  their  own  courses ;  whatever 
makes  for  enlarging  life,  a  more  Christian  social 
order  and  for  greater  religious  usefulness  has  its 
place  here.  Classes  may  arrange  for  regular 
courses  on  the  lecture  or  recitation  basis ;  they  may 
invite  speakers  who  have  special  messages  inform- 
ing them  of  various  types  of  religious  work  and 
progress. 

One  group  of  studies  must  never  be  neglected, 
those  which  will  prepare  young  people  for  family 
life  and  duty  and  which  will  aid  parents  in  meet- 
ing the  special  problems  of  moral  and  religious 


ADULT  STUDIES  169 

training  in  the  family.  No  church  is  caring  for 
its  own  where  the  home  is  neglected  and  the  best 
service  the  church  can  render  through  the  school 
is  to  teach  its  people  how  to  be  religious  educators 
in  the  home.  Text-books  and  courses  are  already 
available  on  this  subject;  men  and  women  are 
keenly  interested  in  it;  unless  family  life  trains 
for  religious  living  our  hope  of  a  religious  so- 
ciety in  tomorrow  is  very  small.* 

Fortunately  also  we  now  have  a  number  of  good 
courses  on  practical  aspects  of  religion,  especially 
on  those  subjects  which  are  of  immediate  interest 
and  importance  to  adults.  Classes  may  choose 
from  the  various  subjects  treated  in  the  different 
graded  series  (see  p.  133)  and  from  many  inde- 
pendent text-books  treating  society,  with  its  prob- 
lems of  labour  and  capital,  civics,  amusements, 
reforms,  betterment,  politics,  social  justice,  world- 
relations,  all  from  the  Christian  viewpoint  and  as 
religious   responsibilities   and   opportunities. 

The  Northern  Baptist  Commission  on  Eeligious 
Education — to  give  one  instance  of  attention  to 
this  subject — has  proposed  a  fairly  complete  cur- 
riculum on  social   service. 

*  As  a  text -book  and  discussion  of  this  lubject  see 
'* Eeligious  Education  in  the  Family,"  Henry  F.  Cope. 
(Univ.  of  Chicago  Press,  $1.25.)  "Child  Nurture  and 
Child  Nature,''  Edward  P.  St.  John.  (Pilgrim  Press, 
$.50.) 


170   THE  MODERN  SUNDAY  SCHOOL 

The  activities  of  the  department  may  be  mani- 
fold. Through  all,  the  principal  purpose  must  be 
held  foremost,  that  is  educational,  the  bringing  of 
young  men  and  young  women  into  the  Sunday 
school  and  training  them  in  the  Christian  life. 
It  designs  its  activities  to,  first,  bring  together 
those  adults  who  are  now  in  the  school,  to  adapt  it 
to  their  needs,  to  organise  them  for  study  and  for 
service,  and,  second,  to  use  these  as  a  force  to 
bring  others  into  the  school,  train  and  organise 
them  also ;  keeping  all,  in  all  their  interests,  and  in 
all  the  activities,  so  close  to  the  church  that  reli- 
gion will  become  all-pervasive  and  always  pre- 
dominant in  their  lives.  This  department  will 
endeavour  to  meet  all  the  needs  of  the  lives  of  its 
people  by  (a)  grouping  together  all  the  adults  in 
the  school  into  appropriate  groups  and  into  one 
organisation.  (&)  Recruiting  to  itself  as  many 
other  young  men  and  women  as  possible,  (c) 
Meeting  for  religious  and  devotional  services  at 
stated  times  outside  the  Sunday  school.  (d) 
Conducting  classes  in  special  subjects  of  religious 
and  educational  interest,  conducting  lecture 
courses,  conferences,  etc.  (e)  Organising  and 
engaging  its  members  in  athletic  sports  and  con- 
tests. (/)  Conducting  excursions,  social  gather- 
ings, entertainments,  etc.  (g)  Engaging  in 
specific  services  for  the  church  and  the  school; 
raising  funds  for  certain  objects;  doing  certain 


DEPARTMENTAL  ACTIVITIES      171 

pieces  of  work,  as  decorating,  cleaning,  providing 
ushers,  circulating  literature,  keeping  church 
notices  in  stores,  on  bulletin  boards,  sending  invita- 
tion to  hotels,  boarding  houses,  etc.;  inviting  in- 
dividuals to  church,  (h)  Undertaking  other  re- 
lated work,  as  the  conduct  of  Boy's  Clubs,  Girls' 
Societies;  the  maintenance  of  missions,  the  care 
of  relief  stations,  ambulance  societies.  Through 
the  Adult  Department  a  school  may  relate  itself 
helpfully  and  beneficially  to  itself  to  the  many 
philanthropic  and  social  movements  and  agencies 
that  often  lack  the  close  relation  to  the  church 
which  they  ought  to  have. 

It  is  hardly  necessary  to  say  that  this  depart- 
ment ought  to  have  its  own  classrooms.  It  ought 
also  to  have  its  departmental  quarters;  some  al- 
ready have  separate  buildings  of  their  own,  much 
like  church  or  parish  houses,  in  which  they  can 
carry  on  a  great  deal  of  useful  work  during  the 
week  as  well  as  meet  in  classes  on  Sunday. 

2.  The  Department  in  Service.  (1)  Train- 
ing for  Service  in  the  Church.  The  Sunday  school 
has,  as  part  of  its  purpose,  the  preparation  of  per- 
sons for  efficiency  in  service.  The  church  needs 
trained  workers;  the  church  school  must  give  this 
training.  It  will  provide  for  (a)  classes  in  Sun- 
day-school work,  giving  the  courses  usually  re- 
quired for  teacher-training.  At  least  one  of  these 
classes  will  meet  with  the  school,  but  those  meet- 


172   THE  MODERN"  SUNDAY  SCHOOL 

ing  at  other  times  will  be  part  of  the  school.  (&) 
Classes  in  church  work,  specially  training  lay 
voluntary  workers,  preferably  young  people,  in  the 
organisation,  management  and  forms  of  service 
in  the  church.  NordelFs  Course  on  "The  Modern 
Church"  illustrates  one  method,  (c)  Classes  in 
community  service,  preparing  for  intelligent  par- 
ticipation in  activities  for  community  betterment 
and  relief.  (d)  Organisation  and  direction  for 
training  by  service.  Members  of  the  teacher-train- 
ing class  must  have  opportunity  to  teach  or  to 
manage  and  members  of  the  other  classes  must 
be  guided  to  laboratory  work.  They  must  be 
trained  to  serve  by  actual  service. 

2.  Directed  Activity.  The  members  of  this  de- 
partment desire  to  do  and  need  to  do  practical 
work.  The  first  motive  must  be  that  work  needs 
to  be  done,  service  to  be  rendered,  the  second  that 
people  desire  to  do  it,  and  the  third  that  by  doing 
it  under  direction  they  carry  teaching  into  action, 
make  real  the  ideal  and  thus  forward  the  educa- 
tional process. 


XVIII 

TEAINING  THE  WORKING  FORCES 

There  are  signs  that  religious  workers  are  re- 
covering from  one  of  the  most  dangerous  delusions 
that  ever  afflicted  the  church,  the  belief  that 
ignorance  and  inefficiency  were  indications  or  con- 
ditions of  consecration.  Work  for  the  souls  of 
men,  the  great  task  of  training  men  in  the  art 
of  living  as  the  children  of  God,  is  not  only  the 
highest  and  noblest  that  can, engage  human  hands 
and  hearts,  it  is  also  the  most  difficult.  The 
greater  the  difficulty  of  any  task,  the  greater  the 
need  of  strength  and  preparation.  The  recogni- 
tion of  the  need  of  expert  and  duly  qualified  work- 
ers in  public  education  led  to  the  building  up 
of  the  present  system  of  splendid  normal  col- 
leges and  teachers'  schools.  The  recognition  of 
a  parallel  need,  one  standing  on  yet  higher  ground, 
in  the  case  of  the  minister  of  the  Gospel,  has  led 
to  an  educated  ministry.  Does  not  the  same  need 
exist  for  the  teachers  and  the  administrative  of- 
ficers who  have  to  do  with  the  religious  education 
of  the  child,  with  the  most  delicate  material  in  the 
world,  the  soul,  at  the  determinative  period  of 
life?     Some  of  the  qualities  that  make  successful 

173 


174    THE   MODEEN"   SUNDAY   SCHOOL 

Sunday-school  people  may  be  inherent  in  some, 
and  to  that  extent  the  teacher  or  the  officer  is 
born  to  his  vocation;  but  in  the  greater  number  of 
respects  they  have  to  be  made.  Teachers  and  of- 
ficers do  not  happen;  whatever  they  know  they 
have  acquired  by  observation  and  experience,  ex- 
perience often  bought  at  the  price  of  3^ears  of 
failure  and  wasted  opportunities,  at  great  cost  to 
those  who  were  being  experimented  on. 

We  will  never  meet  the  task  laid  on  the  Sunday 
school  until  we  appreciate  its  difficulty  and  pre- 
pare to  meet  it  with  workers  duly  trained  and 
qualified.  True,  we  must  keep  the  spiritual  quali- 
fications and  the  personal  equipment  first;  but  we 
must  bring  education,  technical  training  and  pro- 
fessional equipment,  and  recognising  them  neither 
as  ends  in  themselves,  nor  as  sufficient  in  them- 
selves, make  them  all  the  servants  of  this  high  and 
holy  service. 

I.   The  ProUem 

It  is  not  only  difficult  to  secure  trained  officers 
and  teachers,  it  is  often  difficult  to  secure  a  suffi- 
cient staff  of  any  kind.  Those  secured  are  fre- 
quently inexperienced,  without  special  training, 
often  inefficient  and  devoid  of  any  sense  of  need 
for  better  preparation  or  at  least  of  willingness  to 
make  the  sacrifices  necessary  to  obtain  it.  There 
has  been  some  improvement  in  the  matter  of  train- 


TEACHER-TRAINING  175 

ing  teachers;  in  many  cities  large  number  of 
special  classes  are  being  held  for  this,  some  schools 
conduct  such  classes  regularly,  some  institutions 
of  learning  provide  special  courses  in  religious 
pedagogy,  and  there  are  opportunities  for  teachers 
at  Bible  Institutes  and  at  Conventions  and  As- 
semblies. State  and  local  organisations  of  Sunday 
schools  foster  this  excellent  work.  There  is  need 
of  similar  pressure  being  brought  on  officers  to  lead 
them  to  secure  proper  training.  It  would  be  hard 
to  find  a  better  example  of  the  conceit  of  ignorant 
inefficiency  than  one  can  see  often  in  the  super- 
intendents who  are  busily,  fussily  engaged,  amidst 
dusty  clouds  of  their  own  glory,  in  turning  the 
wheels  of  institutions  which  are,  in  the  last 
analysis,  neither  religious  nor  educational. 

There  are  certain  definite  factors  which  compli- 
cate the  problem  of  training  the  working  forces 
of  this  school.  There  is  the  greater  need  of  this 
training  because  of  the  difficulty  of  the  task  of 
teaching  religion,  because  of  the  difficulties  of 
working  with  a  volunteer  force,  of  meeting  for 
only  a  brief  period  once  a  week,  and  of  working 
with  inadequate  equipment.  These  reasons  also 
make  it  unfair  to  institute  an  exact  comparison 
between  the  work  of  the  day  school  and  that  of 
the  Sunday  school.  We  may  expect  as  much  of 
one  as  of  the  other  when  we  give  both  the  same 
opportunity  and  equipment. 


176  THE  MODERN  SUNDAY  SCHOOL 

II.  A  Solution  Suggested 

(1)  Train  up  Your  Own  Officers  and 
Teachers  ;  bring  them  up  in  your  own  school.  Do 
this  through  the  agency  of  the  school  itself,  that  is, 
let  the  school  be  so  efficient,  so  well  organised  and 
capable  that  it  shall,  as  an  object  lesson,  be  con- 
stantly educating  its  own  pupils  in  the  best  school 
methods.  Then  let  the  course  be  so  complete  in 
itself,  covering  not  simply  smatterings  from  the 
Bible,  but  comprehensively  and  in  proper  order 
taking  in  the  whole  range  of  religious  truth,  so 
that  when  a  pupil  has  completed  this  course  he 
has  already  received  that  knowledge  which  is 
recognised  as  essential  to  a  teacher's  equipment. 
It  is  an  indictment  of  the  folly  of  the  general 
curriculum  of  the  Sunday  school  that  we  find  it 
necessary  to  give  its  graduates  courses  of  study 
in  Biblical  Introduction  and  History  and  Doc- 
trine before  they  are  ready  to  teach.  These 
courses  should  be  acquired  in  the  classes  before 
one  reaches  the  age  of  twenty-one. 

Let  the  superintendent  have  in  his  mind  those 
pupils  who  give  indications  of  making  good  work- 
ers and  teachers ;  let  him  plan  to  bring  them  ulti- 
mately into  special  classes  provided  for  their  train- 
ing in  methods. 

(2)  Maintain  a  Class  or  Classes  as  Part  of 
THE  Regular  Work  of  the  School,  preferably  in 


TRAINING    CLASSES  177 

the  adult  division,  in  which  persons  shall  receive 
instruction  in  whatever  parts  of  religious  truth  (in- 
cluding history,  geography,  literature,  etc.),  may  be 
necessary  to  make  up  for  the  deficiencies  of  the  reg- 
ular school  course,  and  also  receive  training  in  the 
special  methods  of  Sunday-school  administration, 
teaching,  etc.  Let  this  class  or  these  classes  meet 
on  Sunda}^,  under  the  direction  of  a  competent 
pedagog.  Set  before  you  the  end  of  making  this 
course,  or  an  equivalent,  necessary,  required  of 
those  who  would  teach  or  hold  executive  office.  Let 
the  class  follow  carefully,  not  with  haste,  a  regular 
course  of  teacher-training  lessons.  On  completion 
of  this  course,  award  certificates  or  diplomas,  and 
give  special  emphasis  to  the  public  recognition  of 
the  work  of  the  graduates,  making  the  occasion 
such  as  will  impress  others  with  the  importance  of 
such  training  and  will  serve  to  show  that  the  school 
is  endeavouring  to  do  its  great  work  in  a  worthy 
manner. 

It  is  worth  while  to  maintain  such  a  class  as 
this,  even  though  the  number  of  students  dwindles 
down  to  one. 

(3)  Set  a  Standard  and  Adhere  to  It.  Es- 
tablish the  standard  of  "all  teachers  trained  for 
their  work."  The  church  has  a  right  to  require 
this  even  of  volunteers;  the  service  is  worthful 
only  as  it  is  efficient.  Of  course,  the  church  should 
recognise  every  kind  of  real  training  for  teaching. 


178  THE  MODERN  SUNDAY  SCHOOL 

III.    Suggestions  on  Using  the  Teachers' 
Meeting 

If  the  school  maintains  the  Sunday  class  men- 
tioned above,  the  training  at  the  teachers^  meeting 
would  be  for  those  in  active  service  who  cannot 
attend  such  a  class. 

The  conception  of  the  teachers'  meeting  as  a 
means  of  preparing  the  teachers  for  the  teaching 
of  their  lesson  week  by  week  is  impossible,  where 
a  graded  course  of  study  is  followed ;  very  few  will 
be  teaching  the  same  lesson.  Even  with  a  uniform 
lesson  it  is  a  mistake;  every  man  must  here  make 
his  own  preparation.  Teachers  have  two  things 
to  learn:  that  there  is  no  proxy  preparation,  and 
there  is  no  post  preparation.  To  allow  another 
to  do  the  hard  work  on  a  lesson  and  think  you  can 
fit  yourself  by  listening  to  him  on  some  night — 
preferably  late  in  the  week,  so  you  may  not  forget 
— is  a  serious  mistake.  Better  the  little  you  dig 
out  and  digest  for  yourself  than  the  vast  amount 
presented  by  another  either  in  a  class  or  in  a 
"  help.'' 

Beware  of  the  helps  that  hinder  by  making  you 
unable  to  walk  alone. 

(1)  Magnify  this  Meeting.  Make  it  worth 
while.  Make  it  distinct  in  character  from  all 
other  meetings.  Then  require  attendance  of 
teachers,  prospective  teachers  and  officers. 


TEACHERS'  MEETING  179 

(2)  Have  a  General  Assembly  of  all  teachers 
and  officers  for  brief  worship  and  for  announce- 
ments concerning  all.  Reserve  all  reports  and 
transaction  of  all  business  for  the  regular  monthly 
meeting  of  the  staff. 

At  close  of  general  session  let  teachers  and  offi- 
cers divide  up  into  groups  according  to  the  divisions 
in  which  they  work. 

(3)  Division  Groups.  Let  each  meet  m  its 
special  classroom,  equipped  with  maps  and  refer- 
ence library.  In  these  group  meetings  they  will 
discuss  the  problems  peculiar  to  each  division. 
The  graded  system  tending  to  make  both  teachers 
and  officers  specialists  in  their  departments,  this 
arrangement  is  much  better  than  a  general  con- 
ference on  individual  class  or  pupil  problems. 
These  gatherings,  if  held  weekly,  need  not  last 
long.  But  they  may  be  of  great  value  to  all. 
Following  them,  at  a  definite  hour,  the  teachers 
will  again  group  themselves  into  study  classes. 

(4)  Study  Classes.  Here  the  teachers  will  be 
arranged  according  to  the  work  they  have  done  in 
the  teacher-training  courses.  The  classes  will  fol- 
low a  carefully  prepared  course  of  study,  making 
progress  to  higher  branches  from  year  to  year. 
Work  in  these  classes  will  be,  upon  examination, 
recognised.  Certificates  or  diplomas  awarded  as 
in  the  other  training  classes. 


180  THE  MODEEN  SUNDAY  SCHOOL 

IV.  The  Teachers'  Preparation 

The  highest  standards  for  teachers'  training 
courses  are  those  which  have  been  suggested  by 
The  Eeligious  Education  Association;  its  com- 
mission reported  in  favour  of  a  two  years'  ele- 
mentary course,  requiring  in  the  first  year  "Child- 
nature,  general  method  and  class-room  manage- 
ment," predicated  on  reasonable  biblical  prepara- 
tion,* and  in  the  second  year  courses  on  speciali- 
sation in  the  department  in  which  the  teacher  ex- 
pects to  work.  All  this  work  is  to  be  accompanied 
by  observation  of  school  activities;  each  subject 
calls  for  approximately  ten  full  hours  of  class  work, 
making  a  total  of  at  least  fifty  hours.  This  plan 
requires  the  fifty  hours'  work  in  addition  to  bibli- 
cal preparation.  The  Advanced  Course  consists  of 
further  Bible  study  and  specialised  training.  The 
Association  also  laid  out  courses  for  use  in  colleges. 

The  International  Standard  includes  twently 
hours  of  Bible  study  in  the  fifty  required  for  an 
elementary  certificate.  The  Episcopal  Board  of 
Religious  Education  standard  course  gives  fifteen 
hours  to  religious  pedagogy,  five  hours  to  organi- 
sation and  the  balance  of  one  hundred  and  twenty 

*  The  texts  suggested  were  Weigle,  * '  Pupil  and 
Teacher,"  Cope,  "Modern  Sunday  School."  See  the 
full  report  with  many  valuable  suggestions  in  * '  Religious 
Education,"  April  1912,  pp.  81-109. 


CHILD    STUDY  181 

hours  to  tlie  Church,  Catechism,  Bible  and  Mis- 
sions in  a  three  year  course. 

There  is  a  whole  world  of  power  waiting  the 
teacher  and  officer  of  the  school  who  will  take  the 
pains  to  enter  into  it.  The  failure,  or  breakdown, 
of  the  school,  wherever  it  occurs,  is  not  due  to  the 
depravity  of  the  pupil,  nor  to  the  inadequacy  of 
the  equipment;  it  is  due  to  the  fact  that  we  are 
blindly  blundering  around  among  the  delicate 
souls  of  children;  we  are  with  the  fingers  of  a 
blacksmith  touching  the  most  delicate  mechanism 
in  nature,  and  creating  discord  and  even  war- 
fare where  harmony  and  efficiency  were  meant  to 
be.  The  powers  of  nature,  the  forces  of  the  child 
life  are  not  opposed  to  religion;  if  we  but  sit 
down  patiently  to  learn  the  laws  of  these  lives,  we 
will  find  that  the  great  powers  within  them  are 
with  us  and  not  against  us;  we  have  but  to  obey 
them  in  order  to  use  them.  We  must  learn  the 
laws  of  the  child  life. 

Let  the  teacher  or  any  Sunday-school  worker 
begin  this  study;  let  them  once  taste  the  delights 
of  this  well  of  knowledge,  and  an  appetite  is 
created  that  never  will  be  satisfied,  but  will  go  on 
seeking  more  light,  more  power  and  coming  into 
larger  usefulness  and  beauty  of  service.  Sunday- 
school  teachers  only  need  to  get  started  right;  the 
solution  of  the  teacher-training  problem  at  its  root 
is  this  creation  for  an  appetite  for  knowledge  of 


182  THE  MODERN  SUNDAY  SCHOOL 

and  ability  to  follow  the  way  of  truth,  the  scientific 
way,  the  only  sacred  way  of  service. 

The  course  of  study  in  question  ought  to  meet 
the  needs  of  the  officers  as  well  as  the  teachers; 
while  each  ought  to  be  acquainted  with  the  funda- 
mental principles  in  the  work  of  the  other,  all 
following  an  elementary  course,  there  ought  to  be 
a  point  at  which  officers  and  teachers  each  begin 
to  specialise  on  their  own  work. 

It  may  appear  to  some  that  this  means  the  un- 
dertaking of  business  so  serious  that  teachers  will 
be  unwilling  to  make  the  necessary  sacrifices  and 
to  do  the  necessary  study.  The  mistake  we  have 
too  long  made  in  the  school  is  that  of  attempting 
to  persuade  teachers  that  their  task  is  much  easier 
than  it  ought  to  be;  we  have  attracted  the  sloth- 
ful, the  superficial;  we  have  urged  men,  and  es- 
pecially women,  to  teach,  and  when  they  have 
raised  the  very  proper  objection  that  they  were  not 
prepared  or  were  not  trained  or  equipped,  we  have 
answered,  saying  that  this  work  was  such  that 
practically  one  needed  neither  training  nor  special 
preparation  for  it.  It  is  a  good  deal  easier  to  get 
people  to  do  hard  things  than  it  is  to  secure  effi- 
ciency by  setting  up  standards  of  mediocrity.  Let 
it  be  so  dignified  and  worthy  a  thing  to  be  a 
teacher  in  the  school,  a  thing  requiring  training 
and  toil,  and  you  will  find  the  best  people  you 
have  attracted  to  it;  they  want  to  do  things  worth 


COMMUNITY  INSTITUTES  183 

the  doing ;  they  care  nothing  for  those  things  done 
without  effort  or  in  one's  sleep. 

In  designing  teacher-training  courses  of  stud}^ 
however,  there  must  be  ample  provision  made  for 
the  most  elementary  work.  Such  courses  often 
fail  because  they  are  designed  either  wholly  for 
academic  ends,  or  because  they  begin  a  great 
distance  ahead  of  where  the  average  teacher  stands. 
Find  out  just  what  your  teachers  do  know  in  any- 
thing like  a  systematic  manner  about  the  Bible,  or 
about  the  art  of  teaching,  and  you  will  be  per- 
suaded that  it  is  wise  to  begin  at  the  beginning 
with  them. 

Schools  should  not  be  satisfied,  however,  with 
elementary  courses  alone.  Provision  must  be 
made  for  advanced  studies.  The  day  will  come 
when  the  elementary  courses  will  be  required  be- 
fore a  teacher  can  have  charge  of  a  class;  the 
courses  that  follow  should  be  continued  along  with 
the  work  of  teaching. 

V.  Community  Institutes  of  Religious  Education 

In  the  first  edition  of  this  work  the  author  sug- 
gested "Neighbourhood  Training  Classes'' ;  the  idea 
has  grown  and  now  we  have  numerous  "Community 
Institutes  of  Eeligious  Education."  (In  1915-16  it 
is  estimated  there  were  over  1000.)  These  usually 
embrace  all  the  schools  in  a  smaller  city  or  in  a 


184  THE  MODERN  SUNDAY  SCHOOL 

section  of  a  larger  one.  All  Institutes  have  a  pro- 
gramme of  two  periods:  in  the  first  either  a  lec- 
ture is  given  to  all  students  or  a  number  of  courses 
are  offered  in  different  classes;  the  second  period 
is  devoted  to  class  work.  The  periods  are  usually 
from  forty-five  to  fifty  minutes  long.  The  plan 
permits  any  number  of  courses  being  given  at  the 
same  time  but  in  practice  the  number  will  be  deter- 
mined by  the  enrolment  and  by  the  capable  in- 
structors available.  The  Institutes  have  two  terms, 
as  a  rule,  thirteen  weeks  before  Christmas  and  the 
same  number  after.  In  many  places  churches  pay 
the  enrolment  fee  and  the  street-car  fare  for  all 
their  members  who  will  take  the  courses  offered. 
The  organisation  of  an  Institute  should  be  in  the 
hands  of  recognised  educational  leaders  in  the 
community.  The  plan  is  so  important  and  the 
details  so  many  that  students  are  referred  to  the 
special  literature  of  the  subject.* 

VI .    In  General 

The  school  should  also  aid  its  teachers  in  their 
general  preparation  by  stimulating  their  reading 
along  lines  helpful  to  their  special  work.  A  school 
may  well  have  a  general  educational  committee 

*  See  the  book  ' '  The  Community  Institute  for  Religious 
Education,"  W.  S.  Athearn.  (Univ.  of  Chicago  Press, 
$.75.) 


STIMULATING  TEACHEES  185 

which  shall  not  only  supervise  the  curriculum  of 
the  school;,  including  the  courses  of  study  for 
teachers,  but  shall  also  from  time  to  time  set  forth 
courses  of  reading  for  the  teachers,  shall  call  to 
their  attention  each  new  and  worthy  book  that 
appears  on  their  work,  or  on  the  subjects  which 
they  are  teaching.  If  you  have  teachers  careless 
and  indifferent,  willing,  apparently,  to  continue  in 
their  incompetency,  you  may  often  arouse  them 
and  begin  the  process  which  shall  result  in  their 
steady  labour  of  improvement,  by  giving  them  one 
of  the  many  excellent,  stimulating  books  on  the 
modern  Sunday  school  and  its  methods,  or  on  the 
art  of  teaching  in  the  Sunday  school. 

Another  means  that  has  been  found  very  help- 
ful in  stimulating  teachers  to  make  more  adequate 
preparation  is  that  of  holding  Institutes  or  Con- 
ferences on  Sunday-school  methods  and  problems. 
Many  a  teacher  and  worker,  now  by  training  and 
efficiency  noted  as  a  leader  in  religious  education, 
has  received  his  first  impetus  to  improvement  by 
attending  a  gathering  of  this  kind. 

Keep  the  teachers  steadily  in  touch  with  the 
best  that  is  being  thought  and  accomplished  in 
every  department  of  Sunday-school  endeavour. 
Intelligence  is  certainly  one  of  the  parents  of  effi- 
ciency. Schools  do  not  waste  their  money  when 
they  spend  some  of  it  on  papers,  magazines  and 
books  which  bring  their  workers  into  touch  with 


186  THE  MODERN  SUNDAY  SCHOOL 

and  laiowledge  of  the  methods,  experiences  and 
plans  of  others. 

It  is  a  good  plan  to  lay  aside  the  regular  pro- 
gram of  the  teachers'  meeting  through  the  sum- 
mer months,  and  have  for  at  least  part  of  the 
time  addresses  from  experts  and  leaders  in  differ- 
ent departments,  from  those  who  have  acquired  the 
right  to  speak  with  authority  on  the  methods  and 
the  principles  of  Sunday-school  work.  Do  not  be 
ashamed  to  ask  such  an  one  to  address  the  little 
group  of  your  corps  of  teachers;  the  best  work  is 
not  usually  done  in  great  gatherings,  but  in  close 
touch  with  the  little  groups  of  workers;  conven- 
tions have  inspirational  value;  but  for  instruc- 
tional value   the  conference  is  to  be  preferred. 

Let  each  school,  then,  be  governed  by  the  prin- 
ciple, first,  that  so  great  a  work  as  that  of  reli- 
gious education  demands  the  very  highest  class 
of  service  and  the  most  highly  developed  efficiency, 
and,  second,  that  such  efficiency  will  not  be  secured 
by  accident;  it  must  be  attained  by  definite  and 
wisely  directed  efforts.  If  you  would  have  the 
work  well  done  by  capable  people  you  must  train 
and  direct  them. 

In  view  of  the  importance  of  the  work  the  re- 
quirements for  teachers  are  not  unduly  arduous. 
No  one  is  fit  to  teach  who  is  not  willing  to  study. 
The  benefits  of  these  courses  to  the  teacher's  gen- 
eral development  are  incalculable.    But  it  will  not 


TRAINING  TEACiiEKS  187 

do  to  lay  all  the  responsibility  on  the  teachers.  If 
the  school  is  to  have  an  efficient  working  corps 
we  must  recognise 

VII.    The  Responsihility  of  the  Church 

The  church  must,  through  its  Board  of  Religious 
Education,  establish  a  standard ;  it  must  maintain 
that  standard.  Then  it  must  aid  teachers  in  reach- 
ing that  standard.  It  must  make  no  demands 
which  it  is  not  prepared  to  render  attainable.  If 
the  church  demands  teachers  trained  it  must 
furnish  the  facilities  for  training.  No  teacher 
should  ever  be  embarrassed  by  lack  of  tools,  by 
inability  to  purchase  the  required  text-books.  All 
text-books  for  teacher  training  ought  to  be  pur- 
chased by  the  church.  Of  course  those  who  do  not 
teach  ought  to  return  the  books.  Still  more  im- 
portant is  it  that  the  school  adopt  a  definite  policy 
of  promoting  habits  of  studious  reading  on  the 
part  of  its  workers.  One  step  toward  this  end  is 
to  furnish  a  modern  worlcer's  library  consisting  of 
the  most  useful  books  on  principles  and  methods 
of  religious  education.  This  should  be  accessible 
to  all  teachers ;  books  should  be  loaned  to  them  and 
the  contents  of  the  library  constantly  kept  up  to 
date.* 

*  The  Eeligious  Education  Association,  Chicago,  will 
send  free  a  list  of  books  for  a  Worker's  Library. 


188  THE  MODERN  SUNDAY  SCHOOL 

The  whole  topic  of  teacher  training  is  too  large 
for  this  treatise  on  the  organisation  of  the  school. 
It  has  been  carefully  considered  in  other  books;* 
but  the  success  of  any  plans  for  the  preparation  of 
teachers  rests  in  no  small  degree  on  the  manage- 
ment of  the  school  and  requires  definite  provision 
in  s'tandards,  courses,  facilities,  program  and  equip- 
ment; the  school  must  make  a  definite  place  for 
a  reasonable  system  of  developing  and  training 
its  working  staff. 

*See  ''The  Training  of  S.  S.  Teachers  and  Officer!, " 
McElfresh.     (Eaton  &  Mains,  $.75.) 


XIX 

THE  LIBRARY  PROBLEM 

The  average  Sunday-school  library  is  not  a  shining 
success.  But  it  is  quite  generally  assumed  that 
every  school  must  have  a  collection  of  books  and  a 
librarian.  The  impression  prevails  that  such  an 
annex  is  essential  to  the  orthodox  organisation  of 
the  school.  And  it  seems  to  be  the  popular  belief 
that,  given  so  many  shelves  filled  with  books  and 
some  plan  of  charging  them  to  scholars  as  they  are 
distributed  and  crediting  their  return,  you  have  a 
valuable  adjunct  to  Sunday-school  work. 

I.   Shall  We  Have  a  Library? 

In  view  of  the  value  of  the  work  of  public 
libraries  no  word  needs  to  be  said  in  support  of 
the  maintenance  of  libraries  in  general;  the  pres- 
ent question  is  whether  the  Sunday  school  needs 
a  special  library  ?  That,  if  answered  in  the  affirma- 
tive, leads  to  the  further  questions :  In  what  shall 
it  consist  ?  How  shall  it  be  selected  ?  How  main- 
tained ?  How  conducted  so  as  to  be  of  the  largest 
spiritual  and  religious  educational  value? 

1.  Shall  the  Sunday  School  Have  a  Gen- 
EEAL  Library?    Yes,  if  there  is  need  of  one;  no, 

189 


190  THE  MODERN  SUNDAY  SCHOOL 

if  there  is  not.  Every  commnnit}^,  no  matter  how 
small,  needs  an  agency  or  organisation  for  the  col- 
lection and  distribution  of  good  literature,  for  the 
promotion  of  its  reading  and  study,  and,  if  possi- 
ble, a  centre  or  centres  of  the  literary,  artistic  and 
social  educational  life  of  its  people.  If  that  need 
is  not  met  for  all  the  people  by  any  other  agency, 
or  is  not  met  so  well  as  the  Sunday  school  can 
meet  it,  then  let  the  school  proceed  to  meet  it,  if 
it  is  able  to  do  so. 

But  in  nearly  every  community  to-day  is  found 
the  public  library  with  greater  resources,  higher 
development,  better  equipment  and  larger  field  of 
operations  than  would  be  possible  to  all  the  Sun- 
day schools  banded  together.  The  average  Sun- 
day-school library  with  its  pitiable  collection  of 
ragged  books,  selected  by  aged  saints  on  account 
of  their  painfully  pious  platitudes  or  their  im- 
possible puerile  martyrs — or,  it  may  be,  purchased 
under  the  pressure  of  a  denominational  publish- 
ing house — such  a  library  presents  a  damaging 
contrast  to  the  splendid  collection  and  the  wise 
organisation  one  is  likely  to  find  in  the  public 
library. 

It  is  but  folly  for  the  Sunday  school,  where 
there  is  a  good  public  library,  to  waste  its  time 
and  money  duplicating  in  a  feeble  way  the  work 
of  the  latter  in  providing  general  literature,  the 
classics  of   English,   and  the  popular  crazes   in 


THE  FIELD  OF  THE  LIBRARY      191 

modem  novels,  or  meeting  the  need  for  historjj 
biography,  fiction,  poetry,  essays,  etc. 

2.  Granting  this.  Shall  the  Sunday  School 
Provu)e  "  Religious  Literature  "  ?  If  by  this 
is  meant  the  old  type  of  "  Sunday-school-Library  ^' 
book,  with  its  pitiable  caricatures  of  fine  Christian 
character,  it  is  scarcely  necessary  to  say  that  such 
literature  is  worse  than  none  at  all,  that  it  may 
do  fully  as  much  harm  as  the  trashy  "  Diamond 
Dick  "  type.  But,  if  one  means  to  include  in  this 
all  those  books  which  deal  directly  with  religious 
subjects,  such  as  religious  history,  biography  and 
philosophy,  biblical  exposition  and  introduction, 
together  ^nth  text-books  on  religious  and  eccle- 
siastical subjects — including  in  all  these  those  writ- 
ten from  the  view  points  of  both  children  and 
adults,  there  is  no  doubt  that  this  is  the  proper 
field  of  the  Sunday-school  library,  one  which  it 
must  cultivate,  provided  others  are  not  already 
properly  doing  the  work  therein.  It  is  a  rare 
thing  to  find  a  public  library  which  does  not  con- 
tain a  better  collection  of  books  strictly  religious 
and  suited  to  children  and  adults,  than  could  be 
found  in  all  the  Sunday  schools  of  the  neighbour- 
hood. More  than  this,  it  is  the  settled  policy  of  a 
large  number  of  public  libraries  to  place  on  their 
shelves  the  best  works  on  the  history,  activities 
and  polity  of  each  denomination  represented  in 
the   community.     The   librarians   frequently   ask 


192  THE  MODEEN  SUNDAY  SCHOOL 

pastors  and  others  to  recommend  such  books. 
The  Sunday-school  officers  may  often  accomplish 
more  by  recommending  the  right  books  to  the  pub- 
lic library  than  by  putting  them  on  the  shelves  of 
the  school  library.  They  will  thus  secure  for  them 
a  wider  reading.  Let  the  school  co-operate  with  the 
public  library,  then,  whenever  the  latter  is  willing 
to  do  the  work  which  the  former  initiated,  and  in 
which  it  must  be  confessed  it  very  largely  failed, 
that  of  providing  religious  literature  for  the 
people. 

The  plan  has  been  tried,  with  success,  of  making 
the  Sunday  schools  substations  for  Sunday  deliv- 
ery of  books  from  the  public  library;  it  would  be 
well  if  arrangements  might  be  made  for  distribu- 
tion from  the  Sunday-school  rooms  on  week  days 
also.  The  superintendents  may  from  the  desk,  or 
the  teachers  in  their  classes  and  in  connection  with 
the  lessons,  call  attention  to  helpful  books  in  the 
library.  The  school  ought  to  send  to  the  public 
library  at  the  beginning  of  each  year's  work  a 
statement  of  what  the  work  will  be  in  each  grade, 
with  recommendations  of  suitable  books. 

3.  Does  the  Public  Library  then  Make 
THE  Sunday  School  Library  Unnecessary? 
Even  where  we  find  the  utmost  liberality  on 
the  part  of  the  public  library  and  the  most 
perfect  provision  made  therein  for  the  needs  of 
Sunday-school   people,   both   for   pupils   and   for 


THE  SPECIAL  LIBRARY  193 

teachers,  we  are  likely  still  to  need  a  Sunday- 
school  library  of  some  sort.  But  it  will  not 
be  at  all  like  the  promiscuous,  heterogeneous 
a*ggregation  of  books,  selected  solely  for  their 
piety,  to  which  we  have  been  used.  If  the  public 
library  furnishes  the  general  literature.  Christian 
literature,  religious  history,  biography,  church  his- 
tory and  even  denominational  history  and  institu- 
tions; even  if  it  goes  further  and  makes  provision 
for  the  special  subjects  being  studied  in  the  school, 
there  will  still  be  need  of  a  special  library  for  the 
Sunday  school.  This  would  be  a  collection  of  the 
technical  books  on  the  teachers'  and  officers'  work, 
together,  in  many  instances,  with  books  on  the 
study  and  interpretation  of  the  biblical  text. 
Such  works  of  this  kind  as  cannot  be  found  in  the 
public  library  ought  to  be  provided  for  its  workers 
by  the  school.  These  would  be  of  greater  value  to 
the  usefulness  of  the  institution  than  thousands 
of  volumes  of  stories  and  mawkish  trash  for  the 
reading  of  the  pupils.  Let  the  school  officers 
select  the  best  works,  not  necessarily  the  most 
learned  alone,  but  the  best  for  each  grade  of 
teachers  and  workers,  on  Sunday-school  history, 
organisation,  methods,  on  religious  pedagog}^,  on 
religious  education  in  general,  on  psychology,  on 
the  study  of  the  spiritual  life  and  the  religious 
nature.  Besides  many  standard  and  absolutely 
essential  books  on  these  subjects  there  are  appear- 


194  THE  MODERN  SUNDAY  SCHOOL 

ing  new  and  valuable  works.  They  should  not 
be  selected  at  random,  nor  on  specious  advertise- 
ments alone.  Let  a  committee,  which  shall 
include  some  well-qualified  general  educators,  be 
appointed  to  recommend  books  for  this  "  Worker's 
Library." 

Having  installed  such  a  library,  there  comes  the 
duty  of  seeing  that  it  is  used.  Once  you  are  able 
to  start  a  teacher's  interest  in  her  work,  there  will 
be  no  trouble  in  sustaining  the  interest.  Teachers 
will  realise  their  own  needs  and  imperfections,  and 
go  on  from  stage  to  stage  of  study  and  improve- 
ment through  the  use  of  this  library.  It  should 
fit  into  the  Teacher-training  courses  being  con- 
ducted by  the  school,  so  that  teachers  find  in  it  the 
general  or  supplementary  reading  required  in  con- 
nection with  their  text-books.  It  would  not  be 
an  unwise  provision  to  make  it  include  the  text- 
books themselves,  at  least  for  those  who  were  at 
first  unwilling  to  buy  their  books. 

//.    How  to  Have  a  Library 

So  that  the  course  where  a  good  public  library 
is  in  the  city  or  village  would  seem  to  be,  not  to 
give  up  the  Sunday-school  library  altogether,  but 
to  turn  it,  first,  from  an  empty  and  often  futile 
organisation  into  a  force  to  supplement  and  assist 
the  public  library.     Use  your  best  endeavours  to 


CONTENT  OF  THE  LIBRARY        195 

guard  the  public  library  from  becoming  an  irreli- 
gious or  an  anti-religious  iorce,  urge  the  purchase 
of  the  best  books  and  the  exclusion  of  those  that 
are  positively  damaging,  co-operate  in  the  selection 
of  the  best  books ;  advise  on  the  proper  and  worthy 
works  on  such  subjects  as  Christian,  or  general 
religious  biography,  missions.  Christian  ethics, 
etc.  Use  the  public  library  just  as  far  as  you  can, 
for  it  is  always  better  to  do  things  together  when 
you  can  than  to  do  them  apart.  Then,  if  there 
are  books  needed  for  either  scholars  or  teachers 
which  the  public  library  does  not  and  will  not 
supply,  get  them  yourselves  and  see  that  they  are 
properly  kept  and  circulated. 

Now  as  to  the  principles  of  selection,  conduct 
and  circulation,  which  will  apply  either  to  this 
smaller  special  library  or  to  those  larger  libraries 
which  the  school  must  maintain  where  there  is  no 
accessible  public  library: 

1.  Content  of  the  Sunday  School  Library  : 
Having  determined  the  purpose  of  this  library, 
which  is  seen  to  be  the  religious  education  of  the 
pupils  of  the  school  by  means  of  suitable  literature, 
and  having  decided  on  the  limits  of  the  range  of 
this  literature,  a  matter  we  have  seen  to  be  deter- 
mined by  the  extent  to  which  library  needs  are  met 
by  other  institutions,  it  ought  not  to  be  difficult  to 
select  suitable  contents  for  the  library.  Its  pur- 
pose would  generally  exclude  all  books  of  an  irreli- 
gious character.    Generally  speaking,  it  will,  at 


196  THE  MODERN  SUNDAY  SCHOOL 

first  at  least,  exclude  those  of  recreation  and 
amusement  only,  as  well  as  works  of  pure  science 
and  of  general  instruction  in  arts  and  industries. 
Of  course  it  can  be  seen  that  there  will  be  situations 
in  which  the  Sunday-school  library  must  provide 
for  the  whole  range  of  the  literary  life  of  the 
community.  But  wherever  this  need  can  be  met 
by  other  agencies,  it  is  folly  for  the  school  to  ex- 
pect its  library  to  include  all  the  types  of  litera- 
ture; it  would  be  as  reasonable  to  say  that  the 
Sunday-school  course  must  cover  the  whole  range 
of  general  knowledge.  The  library  of  this  school 
must  be  in  harmony  with  and  correlate  itself  to  the 
specific  purpose  of  the  school.  It  will  contain 
those  books  which  build  up  or  which  lead  to 
moral  and  religious  character.  It  will  include 
biography,  history,  fiction,  travel,  philosophy, 
sociology,  biblical  interpretation,  Christian  doctrine 
and  religious  methods  of  work.  It  ought  to  meet 
the  needs  of  every  age  and  of  every  grade  of  in- 
telligence and  intellectual  and  spiritual  develop- 
ment in  the  school.  The  books  for  young  children 
should  be  not  only  those  that  they  ought  to  read, 
but  those  they  both  ought  to  read  and  will  read. 
The  library  ought  not  to  consist  of  those  books 
which  no  bookseller  could  possibly  sell  to  any 
others  than  Sunday-school  library  committees, 
but  of  such  an  array  of  titles  as  will  make  the 
mental  appetite  to  desire  more  time  in  which  to 
read,  as  will  effectively   answer  the  trite  sneer 


SELECTING  BOOKS  197 

against  the  Sunday-school  library.  This  institu- 
tion has  the  greatest  work  to  do;  it  should  ha^^e 
the  best  tools. 

A  division  of  the  library  of  no  small  value  is 
that  for  reference  works,  and  books  for  the  special 
use  of  the  teachers  and  officers.  Every  library 
ought  to  have  such  a  section,  consisting  of  such 
books  as  will  help  the  teachers  to  adequate,  proper 
preparation  of  the  lessons  they  must  teach,  and 
will  fit  them  for  their  tasks  as  teachers  or  officers 
by  instruction  in  their  duties,  and  the  underlying 
principles  of  these  duties.  This  section  of  the 
books  ought  to  be  so  placed  as  to  be  accessible  to 
those  who  will  use  it  at  anv  time. 

2  The  Selection"  of  a  Sunday  School  Li- 
brary. Practically  the  content  of  the  library  de- 
pends on  this,  and  this  on  the  persons  or  person 
having  it  in  charge.  Let  the  chairman  of  the  com- 
mittee on  selection  be  chosen  for  familiarity  with 
books,  for  literary  taste  and  religious  knowledge, 
and  also  for  sympathy  with  the  life  of  the  pupils. 
Let  the  committee  really  select  the  books  individu- 
ally, not  by  the  quantity,  nor  often  by  the  set.  They 
may  secure  excellent  lists  of  suitable  books  from 
the  larger  public  libraries  as  well  as  from  publish- 
ers. A  box  or  blank  book  should  be  accessible  to  all 
pupils  by  means  of  which  they  may  make  request 
for  new  books.  Have  a  care  lest  even  the  best 
committee  you  can  secure  becomes  lop-sided,  buy- 


198  '^THE  MODERN  SUNDAY  SCHOOL 

ing  only  books  of  a  certain  type,  or  on  a  particular 
subject;  beware,  also,  lest  the  personal  tastes  of 
its  members  become  the  sole  criterion  for  the  judg- 
ment of  books. 

3.  Maintaining  the  Library.  Wliere  it  seems 
wise  to  limit  the  library  to  a  selection  of  books 
for  workers,  the  expense  will  not  be  very  great. 
The  general  library  must  be  maintained  by  the 
appropriation  of  a  certain  proportion  of  the 
school  income  for  this  purpose.  In  some  schools 
it  is  possible  to  do  even  better  by  securing  a  few 
generous  gifts  for  this  division  of  the  work.  In 
any  case  do  not  let  it  depend  on  sporadic  interest, 
nor  on  the  chance,  unregulated  donations  of  worn- 
out  or  still-born  books. 

4.  Conduct  of  the  Library.  The  suggestions 
given  below  will  not  need  argument  or  elaboration 
for  those  who  have  had  experience  in  library  work ; 
those  who  have  had  none  will  be  persuaded  of  their 
value  by  trying  them. 

(1)  All  books  on  open  shelves,  accessible  to 
pupils. 

(2)  Librarian  in  charge  of  all;  assistants  in 
charge  of  divisions  of  necessary  labour. 

(3)  Books  returned  by  pupils  at  one  door  or 
window,  on  entering  library,  and  credited  to  pupil 
there;  selected  from  shelves,  and  then  charged  at 
another  door  or  window  on  leaving.  Be  sure  to 
adopt  and  closely  follow  a  comprehensive  system 


LIBEARY  ADMINISTRATION-        199 

of    charging    and    crediting    books.       Keep    the 
library  activities  and  business  out  of  the  classes. 

(4)  Library  closed  to  pupils  during  school  ses- 
sions ;  open  for  circulation  at  certain  fixed  periodsj 
after  school  and  if  possible  during  week,  in  charge 
of  proper  officer  when  open  for  reference  purposes. 

(5)  Absolute  impartiality  as  to  distribution  of 
books;  librarians  must  have  no  favourites  for 
whom  the  new  books  are  reserved. 

(6)  Bulletin  interesting,  new  and  timely  books. 
Encourage  pupils  to  advise  with  teachers  as  to 
selection.  Under  the  plan  above  teachers  can  go 
with  class  and  aid  in  choice  of  books. 

No  library  at  all  is  better  than  one  so  poor  or 
so  illy  conducted  as  to  reflect  discredit  on  the 
school,  especially  if  it  be  thrown  into  comparison 
with  a  public  library. 

Practically  almost  everything  depends  on  the 
librarian,  the  one  who  knows  why  you  have  a  li- 
brary, who  knows  and  respects  the  tastes  and  needs 
of  the  pupils,  who  knows  the  contents  and  possibili- 
ties of  the  books,  who  understands  the  science,  the 
technical  aspects,  of  their  selection,  arrangement, 
preservation  and  circulation. 

A  library  is  worth  what  it  costs,  multiplied  by 
the  intelligence,  sympathy  and  self-denial  put  into 
it  or  divided  by  the  ignorance  and  indifference  of 
its  officers. 


XX 

A  SCHEME  OP  CHURCH  ORGANISATION 
FOR  RELIGIOUS  EDUCATION 

The  rapid  development  of  the  educational  work 
of  tlie  local  church  has  given  rise  to  many  types 
of  organisation  for  purposes  of  culture  and  in- 
struction. The  concept  of  the  church  as  engaged 
in  developing  the  religious  life  in  persons  leads  to 
an  interpretation  of  nearly  all  her  activities  in 
educational  terms.  It  is  easy  to  see  that  the 
Sunday  school,  mission  classes,  study  bands,  and 
training  classes  belong  in  an  educational  category ; 
it  is  not  difficult  to  see  that  the  same  is  true  of 
the  Boy  Scouts,  Camp  Fire  Girls  and  similar  clubs 
for  youth,  vi^hile  the  Brotherhoods  may  often  be 
included;  a  little  vision  certainly  includes  the 
Young  People's  Society. 

I.    Organisation  of  the  Church 

In  almost  any  church,  if  each  of  these  agencies 
is  conducted  independently,  confusion  and  conflict 
are  sure  to  arise.  No  relation  or  unity  existing 
there  is  no  serious  attempt  at  co-operation,  still 

200 


EDUCATIONAL  DUTY  201 

less  is  there  any  effort  to  think  through  the  func- 
tions of  each  organisation  as  a  related  part  in  a 
complete  plan  for  a  single  purpose,  that  of  de- 
veloping the  religious  life.  Time,  the  best  energies 
of  good  lives,  money  and  opportunity  all  are 
wasted  for  lack  of  the  supervision  that  would 
produce  co-ordination  among  these  many  activi- 
ties. There  is  needed  a  group  with  the  ability 
to  think  through  the  educational  situation, 
to  think  out  the  church  life  in  terms  of  a  definite 
progressive  programme  of  the  growth  of  real 
lives,  and  also  with  authority  to  plan  and  execute 
a  method  of  co-ordination  amongst  all  the  activities 
of  the  church. 

The  Methodist  Episcopal  Church  provides  for 
just  such  a  co-ordinating  body  in  the  requirement 
of  the  Discipline  where,  on  page  316,  it  is  ordered 
that, 

"  H  464.  1.  Every  Sunday  school  of  the  Metho- 
dist Episcopal  Church  shall  be  under  the  super- 
vision of  a  Local  Sunday  School  Board,  and  shall 
be  auxiliary  to  the  Board  of  Sunday  Schools  of 
the  Methodist  Episcopal  Church. 

"2.  The  Local  Sunday  School  Board  shall  con- 
sist of  the  Pastor,  who  shall  be  ex  officio  Chair- 
man, the  Sunday  School  Committee  appointed  by 
the  Quarterly  Conference,  the  Superintendent,  who 
shall  be  ex  officio  Vice-Chairman,  the  Assistant 


202   THE  MODERN  SUNDAY  SCHOOii 

Superintendents,  the  heads  of  departments^  the 
duly  elected  Secretaries,  Treasurer,  and  Librarians, 
the  Teachers  of  the  Schools,  the  Assistant  Teach- 
ers, who  are  nominated  and  elected  in  the  same  way 
as  the  Teachers,  and  the  Presidents  of  the  Sunday 
School  Missionary  and  Temperance  Societies. 
Home  Department  visitors  shall  be  elected  in  the 
same  manner  as  the  Teachers,  and  shall  be  mem- 
bers of  the  Local  Sunday  School  Board. 

"4.  It  shall  be  the  duty  of  the  Superintendent, 
together  with  the  Local  Sunday  School  Board, 
to  observe  Sunday  School  Rally  Day  in  each  School 
under  his  charge  as  provided  in  467,  1,  and  to 
take  a  collection  in  said  School  at  least  once  sa 
year  for  the  Board  of  Sunday  Schools. 

"  U  465.  1.  The  Superintendent  shall  be  elected 
annually  by  ballot  by  the  Local  Sunday  School 
Board,  subject  to  confirmation  by  the  Quarterly 
Conference  at  its  first  session  after  such  election, 
and  in  case  of  a  vacancy  the  Pastor  shall  super- 
intend or  secure  the  superintending  of  the  School 
until  such  time  as  a  Superintendent  elected  by 
the  Local  Sunday  School  Board  shall  be  confirmed 
by  the  Quarterly  Conference. 

"2.  The  other  Officers  of  the  School  shall  be 
elected  annually  by  ballot  by  the  local  Sunday 
School  Board. 

"3.  The  Teachers  of  the  School  shall  be  nomi- 


BOARD  OF  RELIGIOUS  EDUCATION   203 

nated  by  the  Superintendent,  with  the  concurrence 
of  the  Pastor,  and  shall  be  elected  annually  by 
the  Local  Sunday  School  Board/^ 
'  The  principle  here  illustrated  may  be  applied 
to  every  church  by  the  election  in  each  church 
of  a 

Board  op  Religious  Educatiok 

This  Board  should  consist  of  at  least  five  persona 
to  represent  the  Sunday  School,  Young  People's 
Society,  Youths'  Clubs,  Missionary  Society  and 
the  community  service  of  the  church  with  the 
Pastor,  Superintendent  and  the  Director  of  re- 
ligious education  ex  officio  members.  It  is  often 
best  to  include  only  the  above  in  the  active, 
executive  board,  and  also  to  organise  a  School 
Cahinet  to  consist  of  the  members  of  the  Board, 
the  department  principals  and  all  teachers  and 
officers. 

Duties  of  the  Board  of  Religious  Education  : 

(1)  It  is  the  church  cabinet  on  religious  educa- 
tion. 

(2)  Unify  and  co-ordinate  the  work  of  the  Sun- 
day school,  young  people's  society,  missionary 
societies,  brotherhoods,  and  other  educational 
agencies;  providing  and  advertising  a  unified 
programme  of  religious  education. 


204   THE  MODERIST  SUNDAY  SCHOOL 

(3)  Select  courses  of  study,  determine  standards 
of  gradation,  promotion,  and  departmental  organi- 
sation. 

(4)  Establish  the  requirements  for  teachers; 
pass  on  recommendations  to  the  teaching  staff, 
appointing,  on  the  recommendation  of  the  super- 
intendent, all  officers  and  teachers  in  the  educa- 
tional work.    Engage  professional  workers. 

(5)  Plan  the  social  service  activities  as  part  of 
the  educational  programme. 

(6)  Supervise  all  educational  buildings  and 
equipment. 

(7)  Lead  in  educating  the  church  in  religious 
education  and  in  securing  adequate  support  for 
this  work. 

Organisation  of  the  Board 

A  Secretary  and  a  Chairman  should  be  ap- 
pointed at  the  first  meeting.  Sub-committees  will 
be  needed  on  the  following: 

(1)  Educational  budget:  Securing  and  plan- 
ning sufficient  appropriation. 

(2)  Curriculum:  Examining  all  courses  of 
study. 

(3)  Teaching:  Passing  on  all  appointments 
and  on  teaching  work. 

(4)  Worship :  To  study  the  improvement  of 
worship  and  methods  of  training  therein. 


BOARD  OF  EELIGIOUS  EDUCATION    205 

(5)  Eecreation:  Supervising  all  play,  athletics 
and  social  meetings,  securing  unity  with  church 
programme. 

(6)  Service  Opportunities:  Planning  forms  of 
helpfulness  in  community  and  elsewhere  as  part 
of  educational  programme. 

(7)  Correlation:  The  whole  committee  serving 
to  prevent  collision,  duplication  and  wasted  effort 
and  securing  co-ordination  of  all  activities. 

As  a  type  of  what  may  be  done  such  a  commit- 
tee should  solve  the  Young  People's  Society  prob- 
lem by  relating  this  organisation  directly  to  the 
school  of  the  church.  Just  as  the  Boy  Scouts 
and  the  Camp  Fire  Girls  are  simply  the  Inter- 
mediates of  the  Sunday  school  in  recreational  and 
service  activities — and  their  work  should  be 
directly  related  to  the  class  work  in  the  school — 
so  the  Young  People's  Society  is  simply  the  Senior 
department  meeting  in  a  social  and  service  ca- 
pacity. So  far  as  it  holds  classes  they  should 
be  a  part  of  the  Sunday-school  curriculum;  its 
Sunday  meetings  should  be  to  develop  group  unity 
for  service,  its  main  activities  should  be  those 
which  put  into  reality,  into  useful  service  the 
lessons  learned  in  the  school.  It  is  the  height 
of  folly  to  go  on  maintaining  organisations  which 
are  neither  related  to  the  whole  programme  of 


206  THE  MODERN  SUNDAY  SCHOOL 

the  church  nor  to  any  rational  plan  of  Christian 
culture. 

The  Board  should  analyse  with  care  all  the 
educational  work  of  the  church,  with  these  ques- 
tions in  mind:  Have  we  adequate  provision  for 
both  instruction  and  activities  of  a  character 
graded  to  the  developing  needs  of  every  child? 
Have  we  such  provision  for  every  stage  of  child 
life  and  of  development  in  the  religious  life  ?  Are 
all  the  necessary  subjects  covered  ?  Are  there  over- 
lapping groups,  subjects  or  activities?  Do  all 
our  people  understand  all  that  this  church  offers 
as  a  curriculum? 

The  analyses  may  be  in  specific  fields,  as  shown 
opposite,  with  an  evaluation  of  the  work  in  each 
square  as  to  {a)  those  to  whom  it  is  suited,  (b) 
its  efficiency,  (c)  its  relation  to  other  work. 

The  members  of  the  Board  should  be  elected 
annually ;  they  should  be  expected  to  hold  monthly 
meetings  and  to  present  a  written,  or  better,  a 
printed  report  to  the  church  every  year.  Such 
a  report  should  set  before  everyone  the  complete 
and  unified  prograanme  of  all  the  educational  work 
of  the  church.  It  should  make  plain  the  purpose 
of  each  course  and  activity.  It  should  show  just 
where  each  person  might  secure  the  training  or 
instruction  he  needs,  and  where  and  what  at  any 
given  hour  the  church  has  to  offer  anyone. 


ANALYSING  THE  CHURCH  SCHOOL    207 


Study  Courses^  ly  Organisations 


Study 

Sunday- 

Broth  EB- 

Women'8 
Organi- 

YOITNO 

People's 

Courses. 

school 

HOODS 

sations. 

Societies. 

Bible: 

Regular  study 

Classes  in 

Bible  study 

Devotional 

historical 

courses. 

Sunday 

in  the  Sun- 

use of  the 

md 
iterary. 

school. 

day  school. 

Bible  in 

private  Lfe, 

Christian 

Twenty  lessons 

Classes  in 

Mission- 

Monthly 

history 

in  Interme- 

Sunday- 

study 

missionary 

md 
Hissions. 

diate. 

school. 

Classes. 

meetings. 

Forty  lessons 

Reading 

Study 

'^ 

in  Senior. 

courses. 

classes,  in- 

r^everal courses 

Comparative 

cluding 

in  Adult 

course  on  or- 

Church 

Department. 

ganisation 
and  activi- 
ties of  other 
denomina- 
tions. 

history. 

Social 

(In  many  les- 

Classes in 

Community 

Practice 

Service. 

sons  implicit.) 

Sunday 

survey,  in- 

in ethical 

Twenty  lessons 

school. 

cluding 

and  social 

in  Interme- 

Community 

moral 

activities. 

diate. 

survey. 

problems 

Talks  by 

Forty  lessons 

Life-prob- 

and social 

social 

in  Senior. 

lem  groups. 

needs. 

workers. 

Several 

Regular 

Charity 

courses  in 

classes. 

needs   ' 

Adult  Depart- 

Lecture 

ment. 

courses. 

Poctrine. 

Pastor's  class 

Course  in 

Courses  in 

Elemen- 

in Interme- 

fundamental 

doctrine 

tary  course 

diate. 

truths  of 

should  be 

in  Chris- 

Courses in 

Christianity. 

studied  in 

tian  doc- 

Adult Depart- 

regular 

trine. 

ment. 

church 
classes. 
Personal 
evangeUsm. 

Course  in 

Church 

work. 

^(The  first  column  shows  the  general  subjects  of  a  curriculum,  the 
other  columns  the  methods  of  treating  the  subjeota  in  different 
organisations.) 


208   THE  M0DER:N"  SUNDAY  SCHOOL 


Directed  Activities,  hy  Organisations 


Women's 

Boys'  and 

SUNDAY- 

Brother- 

Organi- 

Y. P. 

Girls' 

8CHOCL. 

hoods. 

sation. 

Societies. 

Clubs. 

Service  in  ad- 

Commu- 

Aid socie- 

Committee 

Play. 

ministration. 

nity  ser- 

ties.    So- 

work within 

Scouting 

Directed  work 

vice. 

cial  Ser- 

the society. 

Service. 

for  the  young. 

Fraternal 

vice. 

Helpfulness 

Commu- 

Directed So- 

visitation. 

Charity 

Within  the 

nity  Rec- 

cial Service 

Personal 

work. 

local  church. 

reation. 

activities  for 

evangel- 

Service for  the 

every  grade. 

ism. 

community. 

Worship. 

The  Cabinet  Meeting 


At  least  once  a  month  the  larger  body  of  officers 
and  teachers  and  the  board  will  meet  to  transact 
the  business  of  the  school. 

Here  every  committee  should  report  and  every 
officer  be  prepared  to  present  a  statement  of  his 
work.  The  Director  or  the  Superintendent  will 
preside  and  will  prepare  the  docket  of  business  in 
advance,  notifying  each  one  as  to  what  he  or  she 
is  expected  to  do.  The  Board  of  Eeligious  Edu- 
cation will  sit  as  members  of  this  cabinet  and  no 
important  action  should  be  taken  without  discus- 
sion here.  This  is  the  faculty  meeting  for  the 
educational  work  of  the  church. 


EECOGNISING  GOOD  WORK        209 

The  School  Workers  and  the  Church 

Everything  should  be  done  to  make  both  the 
church  and  the  school  workers  realise  the  dignity 
and  value  of  their  work;  to  this  end  we  must  see 
that  the  work  really  is  worth  while  and  efficient; 
then  formally  recognise  its  worth  by  appropriate 
annual  services  by  the  church,  in  the  publication 
of  the  names  of  all  voluntary  workers  in  this 
school  as  the  faculty  of  the  church  school  and  in 
actual  provision  of  facilities  for  their  work.  Then 
expect  these  workers  to  be  loyal  to  their  oppor- 
tunities. At  least  one  school  has  a  formal  contract 
drawn  up  and  signed  by  all  teachers,  as  binding, 
morally,  as  though  it  was  a  contract  on  salaries 
and  duties.  This  plan  is  reported  as  "very  ef- 
fective in  developing  the  sense  of  responsibility 
on  the  part  of  the  teachers";  but  this  school  also 
publishes  a  carefully  prepared  pamphlet  setting  out 
in  detail  the  work  and  the  workers  of  the  school, 
very  much  like  a  college  catalogue  though  less 
formidable  and  more  easily  understood. 

II.  ORGANISATION  OF  THE  SCHOOL 

Grades.  The  following  is  the  current  order 
of  grades  with  tlieir  classification  in  depart- 
ments : 


210  THE  MODERN  SUNDAY  SCHOOL 

1.    ELEMENTAEY  DIVISION 
1.   Kindergarten  (or  Beginners')  Department 

Section  1.     Approximate  age,  4.     Kindergarten  years. 
K       2  '^  ^ '     5.  "  " 


2.    Primary  Department 
Grade  1.     Approximate  age,  6.     Grade-school  years. 


2. 
3. 


7. 


3.    Junior  Department 
Grade  4.     Approximate  age,    9.     Grade-school  years. 


5. 


10. 


( I 

6. 

((               i(    2j^               ft                ft 

( I 

7. 

n              (I   2.2.              **               *' 

II. 

SECONDARY  DIVISION 

4. 

Intermediate  Department 

rad 

e    8,  boys. 

Approximate  age,  13.    Grade-school  yearg 

8,  girls. 

a                 a     13         ii           11            n 

9,  boys. 

'^             *'    14.   High-school    years 

9,  girls. 

((                  ii      14        a            a            it 

10,  boys. 

it             ti    15,      it         it         ft 

10,  girls. 

it                 a     15          a           it            it 

11,  boys. 

it                  a     16,        a           ft            n 

11,  girls. 

it                     it      16            it              tf              i€ 

Special.     High-School  Accredited  Courses. 

5.     Senior  Department. 

Grade  12.    Approximate  age,  17.     High-school  years. 
''13.  **  "18.     College  years. 

if      1^  ((  a    19  ft  ft 

<<     15  ((  *'   20.        '*  '* 

if       IQ^  ft  ft    21.  «<  « 


THE  GRADES  211 

III.     ADULT  DIVISION 
6.     Adult  Department. 

Elective    courses    offered    to   all    who    are    twenty-one 
years  of  age  and  over. 

Lecture  courses  offered  at  other  than  school  hours. 

7.     Training  Department. 

Pupils  sixteen  years  old  or  over  willing  to  prepare  for 
teaching  or  for  administrative  work. 
Arrange  in  three  grades  of  preparation. 

8.    Home  Department. 

All  j>ersons  unable  to  attend  school  whose  work  is 
directed  by  correspondence  and  visitation. 

'Smaller  Schools.  Schools  too  small  to  provide 
properly  for  sixteen  or  more  separate  classes  may 
still  have  thoroughly  graded  work  by  grouping 
the  classes  in  the  above  gradation  into  units  of 
three  each.  Where  this  is  done  a  slight  rearrange- 
ment of  classes  and  grades  as  to  ages  is  necessary, 
somewhat  as  follows : 

Class       I.  **  Kindergarten, ' '  under  public-school  age,  4, 

5,  6 — Three  years'  work. 
Class     II.  *' Primary,"    grade-school    years,    7,    8,    9 — 

Three  years'  work. 
Class    III.   "Junior,"  grade-school  years,   10,  11,   12 — 

Three  years'  work. 
Class   IV.  *' Intermediate "  Boys — grade   and  high,   13, 

14,  15 — Three  years'  work. 
Class    IV.  *  *  Intermediate ' '  Girls — grade  and  high — ,  13, 

14,  15 — Three  years'  work. 


212  THE  MODERN  SUNDAY  SCHOOL 

Class      V.  High-school  boys— High  school,  16,  17,  18— 

Three  years'  work. 
Class      V.  High-school  girls— High  school,  16,  17,  18 — 

Three  years'  work. 
Class    VI.   Senior  Department — College  years,  19,  20,  21. 
Class  VII.  Adult,  all  over  21  years  of  age. 

The  plan  of  graded  studies  for  schools  graded 
on  the  unit  plan  here  suggested  would  be  as  fol- 
lows, showing  the  work  under  example  the  years 
1916-1921: 


Sample  Years. 

Classes. 

1916 
1919 

1917 
1920 

1918 
1921 

I.  Kindergarten 

II    Primary 

4th  year 

work 

Grade    2 

5 

8 

8 

"      11 

"      11 

"      14 

5th  year 

work 

Grade    3 

6 

9 

9 

••      12 

"      12 

"      15 

Grade    1 
4 

Ill    Junior 

7 

IV.   Intermediate  Boys. .  . 
IV.              "             Girls... 

V.  High  School  Boys .  .  . 

V.               "           Girls... 
VI    Senior 

••      10 
"      10 
"      13 
"      13 

"      16 

If  the  reader  will  imagine  a  child  starting  at 
five  years  of  age  in  1917  he  can  trace  him  taking 
his  first  grade  work,  usually  called  "Primary  First 
Year  in  1918,"  his  second  Primary  in  1919,  and, 
spending  three  years  in  progressive  work  in  each 
class,  taking  the  next  year's  course  each  successive 
year  he  will  reach  his  first  Senior,  at  the  age  of 
nineteen,  in  1931. 


IMPROVEMENTS  IN  NOMENCLATURE  213 

Uniform  Gradation 

At  the  present  time  there  is  much  confusion 
as  to  grades  and  the  names  of  divisions  or  de- 
partments. The  "elementary"  grade  may  mean 
almost  anything  up  to  fourteen  years  of  age  and 
"intermediate"  may  mean  any  ages  from  seven 
to  twenty-one.  The  following  plan  has  been  sug- 
gested by  the  commission  on  nomenclature  in  the 
Religious  Education  Association: 

Proposed  Grading  for  Sunday  Schools 
Group.       Name.  Age  limits. 

I.  Beginners 3  to     5 

II.  Primary   6  to     8 

III.  Junior   9  to  11 

IV.  Intermediate   12  to  14 

V.  Senior 15  to  17 

VI.  Advanced 18  to  21 

The  two  advantages  of  this  scheme  are:  First, 
the  grades  are  grouped  into  departments  of  three 
years  each;  this  uniform  three-year  cycle  plan 
makes  the  adaptation  of  graded  material  to  small 
schools,  under  the  plan  mentioned  above,  very 
simple;  second,  it  provides  a  reasonable  series  of 
titles  for  the  departments.  A  comparison  of  this 
plan  with  those  commonly  in  use  follows : 


2U   THE  MODERISr  SUNDAY  SCHOOL 

CoMPAEisoNs  OP  Systems 


Age. 

Proposed. 

Inter- 
national. 

Scribner's. 

Univ.  op 
Chicaoo, 

3 
4 
S 

Beginnera 

Beginners 

Beginners 

Kindergartei 

6 
7 

8 

Primary 

Primary 

Primary 

Elementary 

9 
10 
11 

Junior 

Junior 

Junior 

Elementary 

12 
13 
14 

Intermediate 

Intermediate 

Intermediate 

Secondary 
Series  for 
H.  S.  age. 

15 
16 
17 

Senior 

Senior 

Senior 

18 
19 
20 
21 
22 
23 

Advanced 

Adult 

Adult 

XXI 

PAEENTS  AND  THE  SCHOOL 

We  have  too  readily  assumed  that  the  only  thing 
parents  can  do  for  the  school  is  to  attend  its 
sessions.  The  first  answer  to  the  question,  What 
should  parents  do  to  help  the  school?  is,  "Attend 
it  regularly."  But  this  is  a  mistake;  it  is  part 
of  the  thoughtless  slogan  ^'Everybody  at  every 
session  of  the  school."  Not  every  one  ought  to 
be  in  the  school;  some  should  be  at  work  and 
perhaps  some  should  be  resting.  There  are  times 
to  go  to  school  and  there  are  times  to  stay  away, 
to  go  to  work  and  to  put  into  practice  that  which 
the  school  has  taught.  To  attend  school  merely 
for  the  sake  of  swelling  the  attendance  record  is 
a  vicious  waste  of  time.  One  might  as  well  say 
that  all  persons  not  obliged  to  work  for  their  liv- 
ing ought  to  be  attending  the  day  schools.  The 
only  safe  thing  we  can  say  is  that  there  ought 
to  be  a  definite  programme  for  the  life  of  every- 
one, a  programme  ultimately  determined  by  the 
needs  of  the  social  whole;  children  all  ought  to 
be  under  regular  training  and  instruction  because 
society  needs  trained  and  instructed  lives  growing 

215 


216  THE  MODEKN  SUNDAY  SCHOOL 

up;  but  even  for  children  the  nature  of  the  train- 
ing will  be  determined,  not  by  the  statistical  or 
mechanical  demands  of  institutions  but  by  the  real 
needs  of  children.  So  also  for  adults;  the  best 
interests  of  all  must  determine  what  they  will  do 
with  their  Sundays,  especially  with  the  period  of 
school-work,  whether  physical  rest  will  bring  the 
largest  social  increment,  whether  studies  in  classes 
or  actual  participation  in  direct  service  in  the 
church  or  in  the  community. 

There  is  very  real  danger  that  the  Sunday 
school  shall  fall,  so  far  as  the  adult  is  concerned, 
into  the  same  general  error  as  the  nonliturgical 
church,  thinking  of  men  and  women  as  passive 
receptacles  of  truth,  as  sermon — or  lesson — con- 
tainers with  no  higher  destiny  than  to  go  on 
Sunday  after  Sunday  just  drinking  in  instruction 
until  they  have  lost  all  powers  of  giving  out,  all 
power  of  concrete  expression,  until  they  die  of 
spiritual  dyspepsia  from  undigested  sermons  and 
lessons.  Both  children  and  adults  need  the  oppor- 
tunity to  be  not  only  hearers  but  also  doers  of 
the  word.  A  good  standard  for  a  church  might 
be  expressed  thus:  Instruction  for  everyone; 
worship  for  everyone;  work  for  everyone. 

Parents,  then,  will  come  into  contact  with  the 
school  of  the  church  at  three  points :  as  an  agency 
of  their  instruction,  as  a  field  for  their  service 


PAEENTS  AT  SCHOOL  217 

and  as  the  agency  for  the  instruction  of  their 
children. 

The  School  Teaching  Parents 

The  one  field  of  knowledge  in  which  the  school 
best  can  minister  to  parents  is  that  of  parenthood. 
Why  should  we  assume  that  persons  who  marry 
have  an  innate  capacity  for  the  moral  and  educa- 
tional duties  of  parenthood,  that,  whereas  we  all 
ought  to  know  all  about  the  courtship  of  Isaac, 
of  Euth  and  of  Esther,  all  about  the  marriage 
of  Abraham  and  David  (consider  what  either 
would  look  like  if  related  in  terms  of  our  modern 
life ! ) ,  it  is  not  at  all  important  or  necessary  to 
teach  anyone  how  to  lay  the  foundations  of  happi- 
ness in  family  life  or  how  to  make  the  home  truly 
a  house  of  God?  Why  take  such  pains  to  teach 
the  order  of  the  prophets  and  leave  to  chance  the 
spirit  and  character  of  the  institution  that  will 
most  of  all  affect  the  character  of  the  next  genera- 
tion and  will  make  or  mar  the  happiness  of  the 
present  ? 

If  only  this  school  can  see  that  it  is  called  to 
teach  life,  not  chronicles  of  lives,  not  a  literature 
save  as  a  means  to  lives,  not  history  or  biography 
save  also  as  means,  then  we  shall  see  how  vitally 
important  it  is  that  we  shall  be  taught  in  detail 
the  immediate  method  of  the  religious  family. 


218  THE  MODERN  SUNDAY  SCHOOL 

The  school  must  deal  with  life  as  it  now  actually 
is.  Therefore  every  school  should  provide  that 
every  parent  may  have  direct  specific  instruction 
in  the  principles,  the  organisation,  the  conduct  of 
a  religious  family,  in  the  problems  of  religious 
instruction,  moral  training  and  duty  in  the 
family.* 

The  School  as  the  Parents'  Field 

In  the  attempt  to  determine  the  appropriate 
task  for  each  one  in  the  church  it  will  be  found 
that  the  school  offers  a  number  of  opportunities 
for  service.  In  addition  to  those  which  are  already 
familiar,  schools  might  increase  their  efficiency  by 
using  more  adults,  as  e.  g.,  in  office  work  securing 
more  complete  and  accurate  records,  the  direction 
of  small  groups  of  students  in  activities  and  in 
the  whole  field  of  the  directed  expressional  ac- 
tivities of  students.  One  of  the  most  serious 
problems  in  providing  for  the  natural  expression 
in  action  of  that  which  has  been  taught  lies  in 
the  fact  that  such  expression  requires  immediate 
direction  and  supervision.  It  must  be  done  very 
largely  outside  of  the  school,  in  the  normal  life 
of  the  child,  it  is  simply  the  functioning  of  ideals 

*  See  the  fuller  treatment  of  the  subject,  with  lesson- 
material,  in  "Eeligious  Education  in  the  Family,''  H.  F. 
Cope.     (Univ.  of  Chicago  Press,  $1.25.) 


.     THE  PARENTS'  FIELD  219 

in  his  everyday  living  and  social  relations.  In  the 
oversight  of  these  activities,  directing  by  sugges- 
tion and  aid,  a  very  large  number  of  adults  may 
be  employed.  In  some  cases  individuals  will  be 
given  the  supervision  of  certain  kinds  or  groups 
of  activities;  in  other  cases  they  will  have  chil- 
dren, individually  or  in  groups,  assigned  to  them. 
Naturally,  where  such  activities  belong  to  the 
family  life  the  parents  are  the  proper  persons  to 
be  made  responsible,  but  many  other  persons  will 
be  useful  in  other  fields,  teachers  in  schools  and 
others  in  the  child's  varied  relations  in  life. 

Further,  there  is  the  service  which  adults  may 
render,  as  part  of  their  relation  to  the  school,  in 
its  extension  aspects.  The  man  or  woman  who 
supervises  a  playground  should  be  helped  to  see 
that  work  in  its  relations  to  the  church  school; 
it  is  simply  a  co-operative  agency  to  develop  the 
whole  of  the  child's  life  with  especial  emphasis  on 
its  spiritual  aspects,  for  this  child's  higher  life  is 
most  readily  and  potently  reached  through  his 
group  activities  in  the  idealisation  of  experience, 
that  is,  in  play.  The  direction  of  play,,  recreation, 
reading,  amusement  and  physical  culture  should 
never  be  in  the  hands  of  those  who  do  not  habitu- 
ally think  of  children  as  spiritual  beings,  as  per- 
Bons  with  growing  powers  of  social  personality. 
And  in  such  service  the  wise  and  competent  per- 


220  THE  MODERN  SUNDAY  SCHOOL 

sons  of  the  church  should  play  their  parts  as 
furnishing  essential  elements  in  the  whole  pro- 
gramme of  religious  education. 

The  School  and  the  Parents'  Eesponsi- 

BILITY 

We  have  come  to  see  the  public  school,  no  longer 
the  property  of  the  Board  of  Education,  but  as 
the  responsibility  of  the  community  which  ex- 
presses itself  officially  through  the  board  and 
informally  through  other  agencies.  Therefore  we 
have  in  almost  all  places  the  organisation  known 
as  "Parent-Teacher  Clubs/'  "School  Clubs/'  etc. 
All  have  common  features,  a  simple  organisation 
of  parents  to  stimulate  intelligent  interest  in  the 
methods  and  work  of  the  school  and  to  discover 
means  by  which  parents  may  co-operate  in  the 
work  of  the  school.  We  greatly  need  Parent  Clubs 
or  Parents'  Associations  in  connection  with  Sun- 
day schools. 

Under  present  conditions  parents  commit  the 
whole  or  the  greater  portion  of  the  formal  in- 
struction and  training  of  their  children  in  religion 
to  the  Sunday  school,  yet  they  know  nothing  of 
its  present-day  work,  for  they  see  the  child's  school 
through  a  composite  glass  consisting  of  their  mem- 
ories of  schools  a  generation  ago,  the  child's  par- 
tial and  distorted  reports  to-day  and  an  altogether 


PARENTS'  ASSOCIATIONS  221 

too  slight  acquaintance  either  through  very  rare 
visits  or  from  the  distance  of  the  adult  classes. 
The  first  view  is  especially  misleading;  the  school 
of  to-day  is  no  more  like  that  of  a  generation  ago 
than  a  dame's  school  is  like  a  modern  public  school. 
If  it  were  the  same  no  conscientious  parent  would 
permit  a  child  to  attend.  The  second  view  is 
altogether  partial;  no  child  can  be  expected  to 
understand  all  the  processes  of  the  school;,  personal 
whims  and  experiences  will  color  the  reports 
brought  home.  Evidently  the  third  view  cannot 
help  as  it  cannot  include  class-work. 

Undoubtedly  parents  should  visit  the  classes  in 
which  their  children  are  being  taught  and^  still 
more,  should  confer  often  with  the  teachers  as  to 
the  aims  and  methods  of  the  school.  But  neither 
of  these  alone  will  give  two  things  that  are  needed, 
a  broad  and  definite  understanding  of  the  pro- 
gramme of  the  school  and  its  method  of  work,  and 
methods  by  which  the  adults  may  aid  the  school. 

The  purpose  of  a  Parents'  Association  may  be 
stated  as  that  of  securing  the  co-ordination  of  the 
family  and  the  school  and  the  development  of 
right  forms  of  co-operation  between  all  adults  and 
the  school,  both  based  on  a  better  understanding 
of  the  theory  of  religious  education,  modern  prac- 
tice in  church  schools  and  the  needs  of  the  par* 
ticular  school.    Such  an  Association  may  go  a  step 


222  THE  MODERN  SUNDAY  SCHOOL 

further  and  may  discuss  all  the  underlying  prin- 
ciples and  deal  with  the  problems  which  both 
family  and  school  have  in  common. 

The  Parents'  Association  should  be  organised 
just  as  are  the  associations  in  connection  with 
public  schools,  with  president,  secretary,  treasurer, 
programme  committee  and  other  committees  as 
they  are  needed.*  A  good  plan,  tried  out  prac- 
tically for  years,  is  to  spend  the  first  thirty  minutes 
of  each  meeting  in  the  presentation  in  an  address, 
or  lecture,  on  some  of  the  great  principles  of  moral 
and  religious  training,  or  an  explanation  of  the 
methods  now  used  in  applying  these  principles 
in  the  development  of  children.  Then  there  should 
follow  a  full  hour  left  free  for  conference  on 
practical  problems  and  issues.  The  discussion 
should  always  have  competent  leadership;  it  is  in 
serious  danger  of  meandering.  Take  up  only  one 
question  at  a  time. 

Whenever  possible  the  meetings  should  be  held 
at  least  once  a  month,  preferably  in  the  evenings, 
so  that  fathers  as  well  as  mothers  can  attend. 
Wliile  it  is  customary  to  call  such  organisations 
'Tarents'  Associations"  or  ^Tarents'  Clubs"  for 

*  The  constitution  and  plan  of  the  public  school  clubs 
may  be  obtained  from  The  National  Congress  of  Mothers, 
Washington,  D.  C.  The  Pilgrim  Press,  Boston,  publishes 
a  free  pamphlet  on  S.  S.  Parents  Clubs. 


PAEENTS'  ASSOCIATIONS  323 

the  sake  of  emphasis  on  relations  to  the  family, 
all  adults  should  be  encouraged  to  join  the  club 
and  attend  the  meetings.  The  fees  should  be  kept 
very  low ;  usually  one  dollar  a  year  is  found  to  be 
ample.  JBut  some  money  will  be  needed  for  cor- 
respondence, occasionally  to  pay  the  expenses  of 
a  speaker,  and  it  is  very  helpful  if  the  club  can 
have  a  fund  in  hand  to  prosecute  any  special  work 
for  the  school  which  has  the  sanction  of  the  board 
of  religious  education  in  the  church. 

The  club  will  develop  an  intelligent  support  of 
the  school  by  its  programme  of  enlightenment  and 
free  discussion  and  also  by  setting  before  itself  the 
aim  of  encouraging  its  members  to  read  the  best 
literature  in  books  and  magazines,  like  "Eeligious 
Education,'^  on  modern  ideals  and  methods. 

Here  is  a  suggested  outline  for  the  nine  months 
of  one  year,  giving  first  the  general  lecture  topic 
and,  second,  the  topic  for  the  discussion  hour : 

I.    Lecture  Topics: 

1.  Modern  Educational  Theory  in  the  Sunday 
School. 

2.  Why  our  present  graded  lessons. 

3.  Relation  of  Moral  Training  to  the  work  of 
the  Sunday  School. 

^.  The  Problem  of  Interest  and  Attention. 

5.  Enlisting  the  Child's  Normal  Activities. 

6.  The  Place  of  Worship. 


224  THE  MODERN  SUNDAY  SCHOOL 

7.  Is  this  a  Bible  School,  Church  School  or 
what? 

8.  The  Child's  Will. 

9.  The  Physical  Life  and  the  Eeligious  Life. 

II.  Discussion  Topics: 

1.  The  School  in  Relation  to  the  Child's  Week- 
day Programme. 

2.  Home  Study  and  the  Use  of  the  Bible  in 
the  Home. 

3.  Week-day  Religious  Instruction. 

4.  Dealing  with  Moral  Crises  (note  that  this 
topic,  expanded  under  the  various  forms  of  chil- 
dren's moral  crises  could  occupy  many  evenings). 

5.  Reaching  the  Non-religious  and  Non-church 
Families. 

6.  The  Community's  Amusement  Problems 
(again  a  topic  susceptible  of  many  phases  of  treat- 
ment, especially  on  the  constructive  side). 

7.  Relating  Play  and  Recreation  to  the  Sunday 
School. 

8.  Our  School's  Physical  Equipment. 

9.  Our  School  in  the  Budget  of  the  Church  (or 
the  same  topic  brought  up  indirectly  under,  What 
Practically  May  We  do  for  a  Better  School?) 

Evidently  the  topics  above  are  only  a  few  out 
of  the  very  large  number  which  might  be  treated. 
This  organisation,  ought  to  be  the  open  forum  in 


PARENTS'  FORUM  225 

which  all  tlie  practical  problems  of  moral  and 
religious  education  may  be  discussed.  At  every 
meeting  a  question-box  should  be  open  so  that  any 
may  suggest  problems,  difficulties  or  topics.  More- 
over, evidently  as  intelligence  on  the  great  prin- 
ciples and  their  application  grows  there  will  be 
developed  a  strong,  sound  and  enlightened  body 
of  public  opinion  in  the  church  to  initiate  and 
support  all  forward  movements  and  developments 
in  the  school.  And  there  should  also  follow  a 
developing  co-ordination  and  co-operation  between 
the  school  and  the  homes. 


XXII 

WEEK-DAY  INSTRUCTION" 

Since  we  have  abandoned  the  limitations  implied 
in  the  title  "Sunday  school''  we  must  be  prepared 
to  extend  the  programme  of  this  school  over  other 
days  and  through  all  the  week.  The  period  on 
Sund?,y  is  too  short;  it  is  possible  to  extend  the 
period,  but  we  must  be  careful  lest  we  lose  sight 
of  the  primary  differentiation  of  Sunday  and  con- 
vert it  from  a  day  of  real  rest  to  one  of  school 
activity.  The  church  has  rights  and  duties  as  to 
children  which  extend  beyond  one  day  of  the 
week. 

Certain  plans  of  regular  instruction  in  religion 
on  week  days  are  now  feasible.  It  is  possible  to 
provide  for  periods  of 

Pre-school  Worship 

The  church  can  be  opened  for  thirty  minutes 
every  morning,  say,  if  public  school  opens  at  9  :  00, 
the  church  will  be  open  from  8 :  20  to  8 :  50 — or 
the  period  may  be  only  twenty  minutes  long,  8 :  30 
to  8 :  50.  This  time  should  be  used  in  carefully 
organised  and  directed  worship.    The  time  is  too 

226 


WEEK-DAY  INSTRUCTION  227 

short  usually  for  class  instruction,  while  instruc- 
tion of  the  whole  group  would  be  pedagogically 
impossible.  However,  it  is  possible  to  have  the 
school  children  at  this  period  by  groups  of  grades, 
e.  g.,  two  grades  each  day.  Then  there  could  be 
given  daily  graded  instruction  with  a  shorter 
period  of  worship. 

Graded  Instruction 

In  a  number  of  communities  an  arrangement 
is  made  with  the  public  schools  so  that,  upon 
request  of  the  parents,  elementary  school-children 
leave  the  school  building  during  certam  free  hours 
in  the  school's  programme  and  go  to  their  respec- 
tive church  for  regular  class  instruction  in  religion 
and  in  the  Bible.  This  plan  was  first  used  at 
Gary,  Indiana,  where  the  unique  school  system  is 
especially  favorable  to  it.  The  school  does  not 
send  the  children  to  their  churches;  the  parents 
request  that  they  be  permitted  to  go  in  what  is 
known  as  "the  auditorium  period."  The  churches 
provide  professionally-trained  and  paid  teachers, 
who  receive  the  children,  two  or  three  grades  at 
each  period.  The  churches  are  expected  to  furnish 
regular  educational  equipment  for  such  work,  and 
to  see  that  the  work  is  at  least  of  equal  grade  with 
the  instruction  in  the  public  schools.  Doubtless 
this  means  a  heavier  burden  than  some  churches 


228  THE  MODERN  SUNDAY  SCHOOL 

can  bear;  but  it  is  not  at  all  impossible  for  all 
the  churches  to  unite  in  this  week-day  religious  in- 
struction in  a  daily  community  school  of  religion. 

Accredited  Bible  Study 

This  is  known  as  the  Colorado  and  North  Dakota 
plan.  It  provides  that  high-school  students  may 
receive  one-fourth  of  a  credit  for  each  year's  work 
in  the  Bible,  based  upon  an  officially  prepared 
syllabus  and  leading  to  an  examination,  which 
they  accomplish  either  in  Sunday  schools  or  under 
the  direction  of  any  teacher.* 

In  all  plans  to  extend  the  educational  work  of 
the  church  in  co-ordination  with  that  of  public 
instruction  it  is  most  important  to  remember, 
first,  certain  general  principles  of  relationships: 
the  churches  must  not  use  either  school  funds, 
school  buildings,  school  authority  or  school  em- 
ployees as  such  in  promoting  and  maintaining 
their  work  of  religious  instruction.  Second,  certain 

Conditions  of  Successful  Work 

1.  Plant.  A  room  designed  and  arranged  as  a 
classroom  with  tables,  suitable  seats,  blackboards. 

•  For  exact  details  of  the  various  plans  of  correlated 
week-day  religious  instruction  of  public  school  children, 
send  to  the  Eeligious  Education  Association  for  their 
printed  material. 


WEEK-DAY  INSTRUCTION  229 

and  apparatus  is  necessary.  This  room  must  be 
hygienically,  not  ecclesiastically,  lighted  and  ven- 
tilated. 

2.  Instruction.  The  teacher  should  be  trained. 
Not  many  pastors  can  do  this  work,  because  it  de- 
mands an  exclusive  devotion  to  a  precise  schedule, 
which  they  cannot  give.  In  churches  having  two 
hundred  children  in  the  elementary  school  it  is 
only  common-sense  provision  for  their  future  re- 
ligious usefulness  and  for  their  present  religious 
development  to  provide  a  leader,  an  educator,  de- 
voting himself  exclusively  to  them. 

There  need  be  no  serious  difficulty  in  co-operat- 
ing with  other  churches,  so  that  one  teacher  serves 
more  than  one  church.  The  points  of  difference 
may,  if  necessary,  be  taught  in  the  separate 
Sunday  schools. 

3.  Plan,  It  will  not  be  worth  while  to  with- 
draw children  from  the  public  schools^  unless  cer- 
tain definite  results  are  to  be  achieved  which  could 
not  be  reached  in  any  other  way.  We  must  be 
sure  that  there  are  specific  and  worth-while  things 
to  be  taught,  disciplines  to  be  covered,  in  order 
to  secure  definite  educational  results.  We  must  be 
as  clear  at  least  as  other  educators  as  to  the  pur- 
pose of  this  school. 

Some  mention  should  be  made  of  the  plans  of 
Daily  Vacation  Bible  Schools,  where  children  in 


230  THE  MODERN  SUNDAY  SCHOOL 

the  summer-time  receive  religious  and  manual 
training  (full  particulars  may  be  obtained  from 
the  Daily  Vacation  School  Association,  Bible 
House,  New  York  City),  and  of  the  plan  of  Week 
Day  Schools  of  Religion,  short-term  summer 
schools  meeting  daily  in  churches  to  give  instruc- 
tion in  religion  (particulars  from  Rev.  Howard 
R.  Vaughn,  Champaign,  111.).  All  such  plans 
should  be,  so  far  as  the  local  church  is  concerned, 
under  the  direction  of  the  Board  of  Religious 
Education. 

The  Child's  Programme 

It  is  worth  while  to  realise  that  classes  and 
schools  do  not  constitute  the  whole  of  a  child's 
life  programme,  nor  are  they  the  only  or  even  the 
most  effective  educational  agencies.  In  some  way 
the  church  school  must  integrate  its  work  into 
the  whole  of  the  child's  life.  It  must  know  what 
are  his  plays,  recreations,  social  pleasures;  what 
are  his  family  influences,  home  conditions,  work- 
ing conditions,  in  a  word,  what  are  all  the  every- 
day factors  of  life  which  really  go  to  determine 
the  kind  of  a  person  he  will  be.  In  some  of  these 
regions  of  his  interests  the  church  school  will  find 
a  direct  function ;  in  all  it  must  make  its  influence 
felt  as  moving  toward  a  unifying  of  all  life  for 
purposes  of  developing  the  religious  person.    But 


A  COMMUNITY  PROGKAMME       231 

directly  the  work  of  the  church  in  furnishing 
facilities  for  organised  and  directed  play  and 
recreation  must  be  simply  a  part  of  the  whole 
scheme  of  religious  education.  ^Vhen  the  church 
provides  a  gymnasium  it  must  not  be  a  bait 
thrown  out  to  catch  boys.  If  it  is  that  it  will 
fail.  It  must  be  a  well-planned  part  of  the  boy's 
development  as  an  efficient  and  rightly  motived 
and  habituated  person. 

A  comprehensive  programme  of  boy  and  girl 
training  in  a  church  will  include  well-ordered 
play,  recreation,  physical  training,  social  activities 
and  provision  for  the  aesthetic  life  through  art, 
music,  drama  and  literature.  Churches  are  carry- 
ing on  this  work.  It  involves  competent,  profes- 
sionally trained  guidance.  Two  typical  instances 
may  be  cited,  one  in  a  village,  the  Congregational 
Church  of  Winnetka,  111.,  with  its  community  in- 
stitute, and  the  Brick  Church,  Rochester,  N.  Y.* 

Amusements 

We  may  take  the  attitude  that  all  amusements 
must  be  repressed,  as  born  of  the  devil — partly 
because  we  have  lost  our  appetite  for  them,  some- 

*  On  the  principles  of  this  wider  work  see  * '  The  Minis- 
ter and  the  Boy,"  Hoben  (University  of  Chicago  Presi, 
$1.00);  ''Training  the  Boy,"  McKeever  (Macmillan 
Co.,  $1.50);  ''Social  Activities,"  Chesley  (Association 
Press,  $1.00). 


232  THE  MODEEN  SUNDAY  SCHOOL 

times  because  they  compete  too  sharply  with  our 
claims  on  the  child's  attention;  we  may  take  the 
other  position  that  amusements  may  be  either 
good  or  bad,  but  must  be  the  former,  that  we  will 
use  the  influence  of  the  school  to  secure  that  which 
is  healthful  and  helpful  and  that  we  will  prevent 
the  exploitation  of  children's  minds  and  ideals 
by  commercialised  amusement  mongers.  To  do 
this  it  may  be  necessary  for  the  school  to  establish 
forms  of  entertainment.  Many  are  using  the  mov- 
ing pictures  for  entertainment  that  combines 
pleasure  and  instruction.*  The  school  may  also 
direct  the  expression  of  the  dramatic  instinct  in 
children.  Many  of  the  biblical  stories  have  been 
dramatised  t  and  facts  from  the  mission  fields 
and  from  the  splendid  heroisms  of  the  history  of 
the  church. 

*  The  Federal  Council  of  Churches  publishes  infor- 
mation on  the  use  of  moving  pictures  in  churches. 

f  A  series  of  biblical  dramas  is  published  by  The  Pil- 
grim Press. 


XXIII 

A  FACTUAL  BASIS 

We  work  in  the  dark  unless  we  really  know  cer- 
tain sets  of  facts.  Many  schools  are  planned  on 
pure  theory  as  to  local  needs  and  are  organised 
to  deal  with  purely  hypothetical  persons.  There 
are  three  sets  of  facts  we  must  know:  first,  those 
which  show  the  actual  conditions,  especially  as  to 
child-life,  in  the  community;  second,  those  which 
show  the  actual  facts  as  to  the  student's  life  in 
relation  to  the  school ;  third,  those  which  show  the 
processes  and  material  by  which  the  school's  pur- 
pose is  achieved  in  lives.  This  last  belongs  to  the 
realm  of  psychology  and  furnishes  the  basis  of 
the  teaching  process,  but  the  first  two  intimately 
relate  to  the  organisation  and  management  of  the 
school. 

I.    The  Facts  of  the  Community 

First,  the  facts  as  to  persons.  In  order  to  meet 
the  needs  of  religious  education  in  the  community 
we  must  know  what  those  needs  are.  We  must 
ascertain  with  a  fair  degree  of  accuracy  the  num- 
ber of: 

233 


234  THE  MODERN  SUNDAY  SCHOOL 

Children  under  school  age  in  the  community. 

Children  of  elementary  school  age. 

Children  of  high-school  age. 

Children  now  enrolled  in  any  Sunday  school. 

Children  now  regularly  attending  your  own 
fichool. 

Parents  willing  their  children  should  attend 
your  school. 

Ascertain  recent  ratio  of  increase  in  school  pop- 
ulation to  furnish  a  basis  for  calculation  on  prob- 
able increase.  Keep  your  facts  up  to  date  in 
growing  communities. 

Secure  sufficient  data  on  the  religious  training 
children  have  had;,  to  furnish  some  guidance  as  to 
the  type  of  training  that  will  be  needed.  Are  they 
generally  ignorant  as  to  religious  things,  and  is  it 
necessary  to  plan  elementary  work  for  all,  or  is 
there  a  fair  degree  of  culture  which  you  can  count 
on?  Perhaps  both  these  types  will  be  found  dis- 
tinctly and  it  may  be  necessary  to  organise  for 
both.  "What  is  the  status  of  the  community  in 
general  education  ?  There  will  be  types  of  instruc- 
tion determined  by  the  conditions  of  mental  life, 
of  general  culture  and  advantages  as  truly -as  there 
are  grades  determined  by  the  child's  life. 

Second,  the  facts  as  to  conditions.  This  group 
of  facts  as  to  the  community  will  indicate  the 
relation  of  its  whole  life  to  the  programme  of  the 


COMMUNITY  FACTS  235 

school.  The  Sunday  school  is  seeking  to  grow 
persons  in  the  religious  life;  what  in  the  commu- 
nity helps  and  therefore  should  be  encouraged 
and  co-operated  with,  and  what  hinders  and  should 
be  supplanted  and  suppressed?  The  facts  should 
be  gathered  as  to: 

Family  life  (general  remediable  physical  con- 
ditions; the  more  intimate  life  in  the  home  will 
appear  in  the  next  section). 

School  life:  hours,  home-study  requirements, 
playgrounds,  social  provisions;  attitude  of  school 
as  to  responsibility  for  moral  welfare. 

Civic  provisions:  parks,  playgrounds,  concerts; 
does  city  have  any  programme  of  child  develop- 
ment? 

Amusements:  kinds,  number  of  each,  character 
in  detail. 

Resorts:  especially  those  which  traflBc  in  human 
temptability. 

Every  school  should  have  a  map  of  its  district 
showing  by  colours  the  health  and  help  spots 
where  the  aiding  agencies  are,  and  the  contagion 
^pots  which  must  be  wiped  out. 

These  outlines  should  suggest  the  reality  of 
eomm unity  unity,  the  influence  of  all  parts  on  the 
growing  life.  The  school  has  the  child  for  one 
hour,  the  street  and  open  spaces  for  about  forty 


236  THE  MODERN  SUNDAY  SCHOOL 

hours,  the  public  schools  for  about  twenty-eight 
hours,  the  family  for  the  other  forty  or  more  out 
of  the  one  hundred  to  one  hundred  and  twelve 
hours  of  the  waking  week.  It  would  be  folly  to 
imagine  we  can  work  independently  of  these  other 
agencies.  What  is  needed  is  that  the  Sunday 
school  with  all  the  other  agencies  of  the  com- 
munity should  be  organised  for  united  study  and 
work.  They  may  form  a  "Community  Council  of 
Education."  This  body  then  may  conduct  a  sur- 
vey which  would  include  the  facts  suggested  above, 
and  attempt  to  secure  a  comprehensive  unified 
and  co-ordinated  programme  for  all  the  larger  life 
of  all  its  children. 

II.   Facts  of  Pupils'  Lives 

First  to  know  the  actual  facts  as  to  students 
when  they  are  received;  second,  the  facts  as  to 
their  present  real  life  conditions;  third,  the  facts 
as  to  their  development,  or  retardation,  in  the 
school;  and  fourth,  the  facts  as  to  the  history  of 
students  in  their  later  years. 

1.  Enrollment  Facts.  All  the  following  should 
be  entered  on  a  card  preferably  6x8,  which  will 
become  a  permanent  part  of  the  school's  record  of 
each  student.  Use  a  card  of  a  distinctive  color, 
in  order  to  pick  out  any  particular  card  from  the 
group  belonging  to  each  student.     In  order  to 


PACTS  AS  TO  PUPILS  237 

know  all  the  factors  entering  into  the  student's 
development,  all  the  questions  should  be  answered 
in  appropriate  spaces  on  the  card: 

Name,  address,  date  of  birth;  date  of  enroll- 
ment, class;  father's  name,  age,  place  of  birth; 
mother's  name,  age,  place  of  birth.  Father's  busi- 
ness. Child's  previous  Sunday-school  experience; 
last  school  and  class ;  name  of  present  school ;  date 
of  entering  elementary ;  present  grade ;  has  promo- 
tion been  regular?  Studies  pursued  outside  of 
school;  names  of  clubs  or  societies  to  which  he 
belongs  for  recreation  or  social  pleasure.  Name 
any  special  hobbies.  Work  for  pay?  Number  of 
hours  daily?  Vocational  purpose  (if  determined)  ? 
Physical  life :  general  health ;  outstanding  physical 
characteristics. 

It  is  necessary  to  secure  these  facts  first  on  a 
printed  paper  and  later  transfer  them  to  the 
record  card. 

2.  Students'  Life  Cards.  The  first  of  these 
should  give  (a)  a  record  of  his  progress  through 
the  school,  by  showing  a  table  of  the  grades  with 
blanks  for  dates;  (h)  a  record  of  his  relation  to 
the  church;  (c)  a  record  of  his  definite  service 
activities  with  date  and  character;  (d)  the  out- 
standing facts  of  his  personal  life,  as  dates  of 
beginning  work,  marriage,  etc.  The  other  cards 
will  be  one  for  each  student,  having  at  the  front 


238  THE  MODERN  SUNDAY  SCHOOL 

his  class  record  for  a  year  and  on  the  back  his 
teacher's  statement  as  to  his  work,  conduct  and 
development.. 

3.  One  other  card  for  each  student  is  necessary. 
It  may  be  called  ''The  Week's  Programme  Card," 
and  will  be  a  careful  record  of  the  way  in  which 
one  spends  normally  the  one  hundred  and  sixty- 
eight  hours  of  the  week.  It  will  be  filled  in  by 
the  parents  and  will  require  great  care  and  persis- 
tent effort  to  secure  worth-while  returns.  But  we 
never  will  be  able  to  know  what  the  real  needs, 
and  the  actual  lives  of  scholars  are,  nor  what 
would  constitute  a  reasonable  programme  for  them 
until  we  know  how  they  now  live  and  what  they  do. 

It  is  not  worth  while  gathering  all  this  material 
unless  you  will  use  it.  It  constitutes  the  fact  basis 
of  an  understanding  of  part  of  our  problem;  it 
helps  us  to  know  the  pupil  and  his  actual  life 
and  environment  and  to  note  the  facts  of  his 
progress  in  the  religious  life. 

That  all  the  facts  may  be  properly  preserved, 
promptly  posted  on  the  cards  and  properly  col- 
lated, it  will  be  necessary  to  discover  the  person 
with  a  genius  for  fact-collection  and  preparation. 
Give  him — or  her — the  position  of  Statistician 
and  furnish  the  cards  and  card  cases  necessary 
with  a  good  place  to  keep  them.  Wlien  reports 
are  desired  the  statistician  should  furnish  them. 


WEEK'S  PEOGRAMME 


23d 


WeeVs 

Programme. 

Name 

Date  of  week  observed 

Method:  In  the  space  for  each  hour  set  each  day  the 
initial  or  initials  at  bottom  of  card  indicating  what  is 
done  at  that  hour.  If  necessary  divide  the  hours,  thus 
P.M.  would  indicate  first  thirty  minutes  Play  and  second 
a  Meal. 


Hour 
A.M. 

Sun. 

MON. 

TUE. 

Wed. 

Thur. 

Fri. 

Sat. 

1-6 

7 

8 

9 

10 

11 

12  m. 

P.M. 

I 

2 

3 

4 

5-12 

240  THE  MODERN  SUNDAY  SCHOOL 

S=  Sleep;  M=  Meals;  P  =  outdoor  play;  I  =  Indoor 
play ;  B  =  study  at  home,  including  reading ;  E  =  at  school ; 
C  =  at  Church;  X=at  Sunday  School;  W  =  at  work, 
either  at  home,  as  household  duties,  or  elsewhere;  R  =  at 
Clubs,  as  Y.M.C.A.,  etc. 

Give  names  of  Outdoor  Games 


Give  names  of  Indoor  Play. 


Give  particulars  of  Clubs  or  Societies 


Never  rest  satisfied  with  gathering  the  facts;  use  them. 
They  are  your  guides  to  knowing  the  real  pupil,  to  under- 
standing all  the  forces  you  must  work  with  and  to  tracing 
progress  or  retrogression  in  his  life. 


XXIV 

FACTORS  IN  SUNDAY-SCHOOL  SUCCESS 

So  far  we  have  concerned  ourselves  almost  ex- 
clusively with  methods  of  work ;  but,  back  of  these 
and  of  far  greater  importance  as  determining  the 
value  of  the  work,  lies  the  dominant  motives. 
The  best  machinery,  most  perfectly  adapted  to  its 
purposes,  may  be  worthless  if  the  dynamic  of  high 
and  worthy  purpose  be  lacking.     There  is  need  of : 

I.   Clear  and  Inspiring  Ideas  as  to  the  Purpose  of 
the  School  and  the  Nature  of  Its  Worh 

Every  oflBcer,  teacher  and  supporter  should 
have  a  conception  of  its 

1.  Lofty  Puepose.  Character  is  basic  to  so- 
ciety, is  the  noblest  fruit  of  the  universe,  is,  so  far 
as  we  know,  the  purpose  of  all  the  divine  activities. 
It  is  the  purpose  of  the  Sunday  school.  This 
school  is  the  one  agency  directly,  exclusively  en- 
gaged in  its  culture,  in  building  up  religious  char- 
acter. There  is  no  greater  work  in  the  world. 
If  any  seek  to  deride  it,  then,  take  an  inventory  of 
what  the  church,  the  city,  the  nation  owes  to  the 
Sunday  school  as  a  character-building  institution. 

2.  Definite  Puepose.  To  see  the  Sunday  school, 

241 


242  THE  MODEEN  SUNDAY  SCHOOL 

not  as  a  plaything,  nor  merely  as  an  inherited  or 
acquired  habit,  not  as  a  weekly  religious  perform- 
ance, nor  as  an  unwelcome  duty,  but  as  an  organ- 
isation, perfected  through  testing  and  experience, 
seriously  designed  and  conducted  for  certain 
specific  purposes,  all  of  which  come  under  the 
general  head  of  religious  education.  In  detail 
some  of  these  purposes  are: 

(1)  Laying  the  foundations  of  Christion  char- 
acter in  the  knowledge  of  its  high  ideals,  its  laws, 
its  mighty  forces,  the  facts  of  its  history  and  all 
the  story  of  God's  work  in  His  world. 

(2)  Revealing  the  forces  of  Christian  character, 
as  seen  in  the  life  of  God's  Son,  in  the  lives  of  all 
His  saints,  as  found  in  the  presence  of  God  with 
men,  in  the  possibilities  of  prayer,  in  the  power 
of  the  spiritual  life,  in  the  power  of  the  Bible  over 
character. 

(3)  Cultivating  the  habits  of  the  higher  life. 
By  atmosphere,  environment,  drawing  out  the  soul 
as  the  dominant  force  and  the  true  end  of  living; 
by  repeated  action,  emphasis  on  attitude  and  trend 
of  thought,  teaching,  training,  to  live  to  the  things 
above. 

(4)  Persuading  to  follow  the  great  example  of 
Christian  character,  leading  to  loyalty  to  and  con- 
fession of  Christ  as  Lord.  Here  the  teacher  must 
beware  of  setting  up  individualistic  standards  of 
"  conversion,'' 


IDEALS    OF    THE    SCHOOL         243 

(5)  Training  in  Christian  character.  Conver- 
sion is  but  the  beginning.  The  Sunday  school 
must  be  the  training  school  for  service;  here  men 
and  women  must,  while  life  and  habits  are  in  the 
making,  learn  to  become  active,  useful  Christians. 
It  will  be  the  training  school  of  the  church,  ac- 
quainting its  people  with  the  history,  principles, 
problems  and  methods  of  this  institution.  All  the 
activities  of  a  well-organised  school  will  have  the 
church  in  view;  they  will  lead  to  church  member- 
ship, to  useful,  fruitful  church  membership. 

77.    Fitting  and  Worthy  Means  to  Accomplish 
the  Purpose 

1.  In"  the  School.  (1)  The  best  educational 
methods,  causing  the  splendid  work  done  by  care- 
ful, devoted  students  of  the  problems  of  general 
education,  to  bring  tribute  to  this  greatest  of  edu- 
cational agencies.  If  the  work  is  so  important 
the  methods  should  be  commensurate.  We  have 
no  right  to  expect  to  mould  character  with  a 
meat  axe,  nor  have  we  any  right  to  complain  if 
failure  awaits  us  when  we  fail  to  use  the  best 
methods. 

(2)  The  effect  of  high  moral  and  Christian 
character  on  the  part  of  all  officers  and  teachers. 
Under  no  circumstances  allow  the  work  of  the 
school  to  be  undone  by  the  contagion  of  immoral 
character.     Keep  in  mind  the  effect  of  absolute 


244  THE  MODEEN  SUNDAY  SCHOOL 

sincerity,  reverence  and  seriousness  of  purpose. 
Solid  character  cannot  be  built  by  the  hands  of 
shams.  Strong  as  must  be  the  emphasis  on  right 
methods  and  right  matter  in  teaching,  still 
stronger  must  it  be  on  the  personal  element  be- 
tween teacher  and  pupil.  There  is  a  subtle  some- 
thing that  reaches  the  pupil  when  you  are  honestly, 
sincerely,  deeply  interested  in  him  as  a  human  be- 
ing— not  as  a  pupil  only,  not  as  a  problem  only, 
not  as  one  who  may  be  made  to  bring  you  credit 
as  a  teacher — that  is  mightier  with  him  than  all 
argument  or  force.  Gain  his  confidence  and  de- 
serve to  keep  it;  know  his  real  life,  his  home,  his 
habits,  his  pets,  his  tastes.  Don't  talk  of  love,  just 
let  yourself  go  out  after  him;  keep  his  respect. 

(3)  The  value  of  the  appeal  to  the  pupil's  in- 
tellectual life.  The  school  and  its  work  and  its 
message  must  win  his  respect;  there  must  be  in- 
tellectual assent  on  his  part. 

(4)  We  cannot  ignore  the  deepest  need,  that  of 
an  all-persuading  passion  for  people,  for  boys  and 
girls,  for  men  and  women,  a  desire  to  lead  them  to 
Christ  for  their  own  sakes,  not  to  increase  our  own 
numbers,  nor  for  the  sake  of  the  church  or  any 
other  motive  save  love  for  them.  This  high 
motive  will  find  expression,  not  in  sentimental 
statements  of  affection,  nor  in  moonings  of  love, 
but  in  the  spirit  that  sacrifices,  that  studies,  that 
serves,  that  brings  its  best  of  body  and  intellectual 


RELATION    TO    OTHER    AGENCIES    245 

life  and  inner  spirit  to  the  service  of  the  child 
life. 

2.  In  the  Agencies  Outside  the  School. 
•The  success  of  the  school  will  depend  very  largely 
on  its  right  correlation  to  all  the  other  forces  that 
are  determining  the  characters  of  its  pupils. 

(1)  The  church  must  co-operate  in  every  way. 
Its  worship,  meetings,  societies  and  activities 
should  be  studied  in  an  endeavour  to  fit  their  work 
to  that  of  the  school,  to  make  them  supplement 
where  the  school  is  incomplete,  to  co-ordinate  all 
the  work  of  the  church  to  the  development  of 
Christian  character  and  efficiency  in  service. 

(2)  In  the  home  it  may  be  possible  to  secure 
the  aid  of  parents,  to  consult  with  them,  to  sug- 
gest family  prayers,  to  have  a  watch-care  over  the 
child's  prayers  and  everyday  reading,  to  Imow 
something  about  and  to  influence  his  recreations 
and  to  direct  the  use  of  his  leisure. 

(3)  The  public  school  teachers  desire  the 
spiritual  welfare  of  their  pupils;  the  moral  pur- 
pose of  the  school  is  becoming  evident.  There 
might  often  be  profitable  conferences  between  the 
teachers  of  these  two  institutions. 

HI,    Paying  the  Price 

So  great  a  work  cannot  be  done  in  a  cheap  way ; 
the  making  of  life  will  cost  life. 

1.  Paying  the  Pkice  in  Money.    Th^  schod 


246    THE   MODERN   SUNDAY   SCHlTOL 

offers  an  opportunity  for  the  most  direct,  effective, 
profitable  form  of  church  service;  nowhere  can  a 
better  investment  be  made  than  here.  Yet  the 
tendency  has  been  to  think  that  a  Sunday  school 
needed  money  not  at  all.  We  spend  millions  on 
attempts  to  induce  a  handful  of  wandering  old 
sheep  to  bring  their  worn-out  lives  back  into  the 
fold,  to  the  hundreds  we  invest  in  keeping  all  the 
lambs  therein. 

2.  Paying  the  Price  in  Materials.  It  is  a 
strange  commentary  on  selfish  blindness,  a  revela- 
tion of  a  suicidal  policy,  when  one  passes  from 
the  church  auditorium  with  soft  carpets,  stained 
windows  and  pealing  organ,  to  the  bare,  cold, 
harsh  Sunday-school  room.  It  means  that  we  are 
willing  to  do  much  for  our  own  ease,  but  nothing 
for  the  things  we  profess  to  regard  as  the  chief 
purposes  of  the  church.  The  church  that  does  not 
provide  its  school  with  the  best  materials  in  the 
way  of  general  facilities  and  equipment  is  simply 
draining  the  stream  of  its  own  life  at  the  very 
source. 

3.  Paying  the  Price  in  Life,  in  manhood  and 
womanhood.  It  takes  lives  to  make  life.  The 
successful  schools,  after  all,  are  successful  just  in 
the  measure  in  which  men  and  women  are  putting 
themselves,  their  own  lives,  their  physical,  intel- 
lectual and  spiritual  energies,  into  them.  The 
schools  are  finding  lives  where  their  workers  are 


THE   MOTIVE  247 

losing  theirs.  It  costs  pain,  fatigue,  loss,  weari- 
ness of  body  and  of  mind ;  it  takes  flesh  and  blood 
and  soul  to  make  a  Sunday  school.  It  takes  heroes 
and  heroines,  folks  who  do  not  fear  storm,  or 
darkness,  or  the  loss  of  social  pleasures,  if  but 
they  may  serve  the  souls  of  men. 

For  all,  the  higher  the  education,  the  more 
perfect  the  methods,  the  finer  the  training,  the 
wider  the  experience,  the  better;  but  all  these  are 
wholly  worthless  without  the  offering  of  the  real 
self  to  this  service,  in  simple  love  for  those  for 
whom  He  died,  while  all  these  are  glorified  a 
thousand  times  when  consecrated  to  such  an  end. 


THE  END 


INDEX 


Absences,    providing   for, 

82 
Accredited    Bible    study, 

228 
Activities,    enlisting    the 

pupils',  150 
Adolescents,      curriculum 

for,  126 
Adult  Bible  Classes,  163 
Division,  165 
Program  for,  101 
American    Sunday-school 

idea,  27 
Amusements  and  Sunday 

school,  231 
Analysing     courses     atid 

work,  207 
Announcements    and    re- 
ports, 100 
Attendance  of  pupils,  74 
Authority,  basis  of,  30 

"  Bad  boy  "  problem,  151 

Bible,    place    in    Sunday 
school,  109 
Studies  outside  of,  131 

Biblical      precedents      to 
the  Sunday  school,  15 

Blackboards,  93 

Board  of  Religious  Edu- 
cation, 23,  202 

Book-work  for  pupils,  114 

Buildings      for      Sunday 
school,  86 

Cabinet  meeting,  208 
Child,  study  of  the,  181 


Child's  program,  230 
Church  and  School,  20 
Church  Budget,  21 

Relation      to      Sunday 
school  in  history,  27 
School  to-day,  and,  53 
Service     and     Sunday 
school,  53,  55 
Classification    of     pupils, 

65 
Classroom,  107 
Class  work,  105 

Aids  to,  109 
Closing  program,  100 
Colorado   plan   of   H.   S. 

study,  228 
Committees,  48 
Community       Institutes, 
183 
Studies,  234 
Contests,  harmful,  75 
Correlating      school      to 
other    educational 
.     agencies,  203,  205 
Corresponding   secretary, 

47 
Courses  of  lessons,  133 
Curriculum,  124 

Committee  on  develop- 
ment of.  132 
Extra-biblical,  131 
For  adults,  168 
Range  of,  133 
Scientific  basis  of,  125 

Decision,  age  of,  67,  126 
Definitions     of     Sunday 
school,  31 


249 


250 


INDEX' 


Departmental  officers,  49 

Departments,  34 

Development  of  the  Sun- 
day school,  27 

Director  of  religious  edu- 
cation, 25,  40 

Discipline,  145 

Disorder,  causes  of,  146 

Divisions   of   the   school, 

Principals  of,  44 

Secretaries  of,  48 
Doctrines  taught,  and  the 

pastor,  57 
Drawing  by  pupils,  114 

Edifice,  S6 

Education   and  Evangel- 
ism, 61 
Educational   aim   in   dis- 
cipline, 146 
Aim  in  the  offering,  153 
Aim  of  the  school,  61 
Allies  of  school,  15 
Effect  of  disorder,  148 
Effect  of  program,  104 
Organisation,  61 
Plan   in   adult   depart- 
ment, 49 
Election  of  officers,  45 
Superintendent,  42 
Teachers,  45 
Elementary  program,  98 
Enrolment  secretary,  47 
Equipment  of  the  Sunday 

school,  91 
Evangelism  and     educa- 
tion, 61 
Examinations,  110 
Exhibits    and    museums, 

143 
Extra-biblical  studies,  131 

Factual  basis,  233 
Family,  study  of,  168 


Field     of     the     Sunday 

school,  75 
Finances   of   the   Sunday 

school,  156 
Function  of  school,  12 
Furniture,  92 

General  secretary,  47     ,  ^ 
Genetic   basis   of   currio- 

ula,  125 
Method,  63 
Giving  and  finances,  153  ^ 
Grades,    arrangement   of, 

210,  213 
Grades   in    small    school, 

211 
Grading  the  school,  63 
Plans  for,  69,  210 

Home  and  Sunday  school 

80 
Home  study,  107 
Hymns  in  Sunday  school, 

97 

Ideals  of  the  Sunday 
school,  195 

Institutes  and  Confer- 
ences, 182 

Invitation,  methods  of,  77 

Lessons,  material  now 
available,  133 

Graded,   provision  for, 
14 
Library,  conduct  of,  199 

Contents  of,  195 

For  teachers  and  work- 
ers, 193 

Problem  of,  189 

Selection  of,  197 
Literature,     religious,     in 
the    Sunday    school, 
191 

General  and  the  Sun- 
day school,  192 


INDEX 


251 


Manual  methods,  112 

Argument  for,  115 
Maps,  93 
Map-work,  114 
Men  in  the  Sunday  school, 

161 
Methodist     discipline    in 

school,  201 
Methods  (see  Class-work, 
etc.) 
In  giving,  156 
Financial,  160 
Missions,    literature    on, 
143 
Teaching  of,  138 
Music,  94 

North  Dakota  plan,  228 

Offering  in  Sunday  school, 
154 

Dangers  relating  to,  160 

Use  of  the,  158 
Officers,  departmental,  34 

Duties  of,  40 

Of  divisions,  44 

Relations  of,  32,  36,  39 
Order,  conditions  of  good, 

149 
Organisation  of  adult  de- 
partment, 161 

Chart  of,  39 

Church,  for  school,  200 

Of  classes,  109 

Pedagogical,  37 

Plan  of.  28 

Principles,  29 

Parents       and       Sunday 

school,  215 
Parent    training    classes, 

217 
Parents'  working  classes, 

215 
Parent     teachers'    clubs, 

220 


Pastor  in  Sunday  school. 
51 

Pedagogical  principles  of 
Sunday  school,  28 
Of  curriculum,  124 
Of  manual   work,   115. 
122 

Physical  conditions  of  suc- 
cess, 147 

Pictures  in  Sunday  school. 
92 

Preparation  of  the  teach- 
er, 106,  171 

Price     of     Sunday-school 
success,  245 

Primary  program,  97 

Principals  of  Divisions,  44 

Prizes,   baits  and  bribes, 
83 

Professional  leadership,  25 

Program,    principles    and 
plans  of,  95  i 

Promotion,  basis  of,  67      i 

Public   library   and   Sun- 
day school,  192  I 

Public  school  and  Sunday 
school,  9  j 

School  grades  and  Sun- 
day school,  67  I 

Pupil,  study  of,  148,  236 

Pupil's  activities,  infclasa 
work,  150 
Daily  programs,  238 
Facts  on  life,  233 
In  discipline,  150 
In  school  work,  38,  109. 

113 
Preparation,  105 

Puritan    Sunday    school, 
18 

Purpose    of    the    Sunday 
school,  31,  61,  196 

Purposes  of  discipline,  144 

Recruiting  pupils,  74 
Reference  library,  188 


252 


INDEX 


Report  cards,  81 
Reports    and    announce- 
ments, 100 
Retaining  pupils,  79 

Schedule  of  school  work, 

95 
School,     Sunday     among 

educational  agencies, 

15,  61 
Scholars  (see  Pupil). 
Securing    and  keeping, 

74 
Training  for  Christian 

work,  123,  176 
Secretaries,  47 
Senior  program,  101 
Service,     training    pupils 

for,  123,  171 
For  adults,  171 
Social  setting  of  school,  17 

Studies  of  school,  169 
Special  occasions  and  pro- 
grams, 102 
Standards  of  efficiency,  72 
Statistics,  necessary,  233 
Studies  (see  Curriculum), 

Range  of,  131 
Success,  factors  in,  241 
Superintendent,  40 
Superintendents,  paid,  43 
Supplemental  or  integral 

lessons,  72 

Teacher,  place  in  school, 

45 
Preparation  of  the,  105 
Qualification?    of    the, 

104 


Teacher,  training  of  the, 

173 
Teacher's  curriculum,  180 
And    worker's    library, 

193 
Meeting,  178 
Reading,  184 
Teaching,  the  first  func- 
tion        of      Sunday 
school,  32 
Theological  Seminary  and 
pastor's  preparation, 
58 
Training  the   workers  in 
the  school,  123,  173 
Standards,  177,  180 
Classes,  175 

United     States,     Sunday 
school     development 
_  in,  27 
Unifying  forces,  36 
Ushers,  48 

Week-day  instruction,  18, 

226 
Women,  adult,  classes  for, 

167 
Worship,  direction  of,  103 
In  giving,  156 
Pre-school,  226 
Purpose  of,  104 

Young  People's   Mission- 
ary Movement,  138 
People's     Society     and 
Sunday  school,  205 


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R.  A.   TORREY,    P.P. 

The  Gist  of  the  Lesson 

A  Commentary  on  the  International  S.  S.  Lessons. 
i6mo,  flexible  cloth,  net  25c. 


WORK  AMONG  CHILDREN 

MARY  STEWART 

A  King  Among  Men 

Christ's  Summons  to  the  Spirit  of  Youth  to  Foun() 
His  Kingdom.     i2mo,  cloth,  net  50c. 

The  call  to  arms  echoes  through  the  countries  of  Kurope  to- 
day. More  thrilling  than  any  summons  to  battle,  is  the  obliga- 
tion of  the  mothers  and  fathers  and  teachers  to  bring  to  the 
youth  of  our  country  the  sense  of  their  marvellous  responsi- 
bility. As  a  guide  to  such  inspiration  this  book  has  been 
written.  It  does  not  promote  any  special  social  training.  It 
is  simply  some  of  the  stories  of  Jesus,  retold,  and  His  teach- 
ing applied  to  the  great  and  crying  needs  of  to-day. 

HUGH  T.  KERR,  D.D.  Author  of 

•  * ^^  Children's  Story  Sermons" 

Children's  Missionary-Story-Sermons 

i2mo,  cloth,  net  $1.00. 

Dr.  Kerr  possesses  the  enviable  knack  of  being  able  to  pre- 
pare material  for  young  people,  such  as  not  only  enlists  but 
retains  their  interest  and  attention.  Told  in  simple,  yet  en- 
grossing fashion,  the  story  of  missionary  heroism  becomes  in 
nis  capable  hands,  a  realm  of  veritable  romance  in  which  deeds 
of  knightly  valor  are  done  in  the  name  of  the  great  King. 

HARRIET  CHAPELL,  Ph.  B. 

The  Church  Vacation  School 

i2mo,  cloth,  net  75c. 

A  Manual  of  Instruction  for  Church,  Committee  of  Manage- 
ment and  Teaching-staff  alike,  in  all  matters^  relating  to  tne 
introducing,  founding  and  conducting  a  Vacation  School,  and 
conserving  its  results:  Largely  the  fruit  of  the  author's  own 
observation  and  practical  experience. 

ANTOINETTE  ABERNETHY  LAMOREAUX 

The  Unfolding  Life 

A  Study  of  Development  with  Reference  to  Reli- 
gious Training.    New  Edition.    i2mo,  cloth,  net  500. 

An  interpretation  of  some  of  the  fundamental  fact*  and 
principles  with  reference  to  religious  training  of  the  child. 
Marion  Lawrance  says:  "It  is  logical,  clear  and  forceful, 
without  losing  the  charm  of  simplicity.  It  is  just  what  thou- 
lands  of  Sunday  School  teachers  and  mothers  have  been  look- 
ingf  for  and  will  hail  with  delight." 

HYMN  BOOKS  " 

—  I 

P.    B.    TOWNER 

The  Voice  of  Thanksgiving 

Economy  Edition.    $22.50  per  hundred. 

"A  collection  of  standard  hymns  and  tunes  and  responsivn 
services,  and  unusually  good  indexes.  There  are  351  hymna 
in  the  book,  and  in  view  of  their  character  and  the  low  price 
this  should  prove  an  exceptionally  _  valuable  hymn  book  fof 
small  churches  which  seek  for  a  single  book  for  use  in  all 
tervices." — Preshxterian  Advance, 


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